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Abstract：
Incorporating generative artificial intelligence (GAI) in education has become crucial in contemporary educational environments. This research article thoroughly investigates the ramifications of implementing GAI in the higher education context of Saudi Arabia, employing a blend of quantitative and qualitative research approaches. Survey-based quantitative data reveals a noteworthy correlation between educators\' awareness of GAI and the frequency of its application. Notably, around half of the surveyed educators are at stages characterized by understanding and familiarity with GAI integration, indicating a tangible readiness for its adoption. Moreover, the study\'s quantitative findings underscore the perceived value and ease associated with integrating GAI, thus reinforcing the assumption that educators are motivated and inclined to integrate GAI tools like ChatGPT into their teaching methodologies. In addition to the quantitative analysis, qualitative insights from in-depth interviews with educators unveil a rich tapestry of perspectives. The qualitative data emphasizes GAI\'s role as a catalyst for collaborative learning, contributing to professional development, and fostering innovative teaching practices.
摘要：
在当代教育环境中，将生成人工智能（GAI）纳入教育已变得至关重要。这篇研究文章彻底调查了在沙特阿拉伯高等教育背景下实施GAI的后果，采用定量和定性研究方法的混合。基于调查的定量数据揭示了教育者对GAI的认识与其应用频率之间值得注意的相关性。值得注意的是,大约一半的受访教育工作者处于理解和熟悉GAI集成的阶段，表明了对其采用的切实准备。此外，这项研究的定量结果强调了与整合GAI相关的感知价值和易用性，从而加强了这样一个假设，即教育工作者有动力并倾向于将ChatGPT等GAI工具集成到他们的教学方法中。除了定量分析,从对教育工作者的深入采访中获得的定性见解揭示了丰富的视角。定性数据强调了GAI作为协作学习催化剂的作用，促进专业发展，培养创新的教学实践。
