Abstract:
The study analyzed the effects of generative artificial intelligence
models on higher education in general, and on Sudanese universities in
particular, by surveying students and professors from a wide range of
educational institutions. The study focused on measuring the actual usage of
these new AI tools whilst also capturing the challenges associated with their
adoption. The results show that there is noticeable demand and enthusiasm
for using generative AI tools, accompanied by a general awareness of the
rules and policies governing them. However, the level of usage at the time of
the study was still limited. Opinions varied between those who view these
technologies as tools capable of enhancing the educational process and those
who believe they may negatively affect academic integrity and the critical
thinking abilities of their users. Based on these findings, the study proposes a
strategic framework for the responsible adoption and use of these
technologies—one that includes the development of generative AI usage
policies, the necessary supporting infrastructure, and training programs for
both academics and students. This is intended to ensure an optimal user
experience without compromising the integrity and quality of the educational
process.
Keywords: Generative artificial intelligence, higher education, academic
integrity, Sudan, educational policies.
