A Descriptive Analysis of AI’s Role in Enhancing the Quality of Teaching and Learning Outcomes

Abstract

This study examines the role of artificial intelligence (AI), specifically generative AI, in higher education, mainly in the teaching-learning process, personalized learning, learning outcomes, and challenges. The researcher has employed a descriptive research method to collect the data by reviewing the research articles, books, and conducting a document analysis (policies of universities on using AI). The study's findings provide multifaceted insights into the use of AI in the teaching-learning process. It reveals that optimizing the use of GenAI can support students to become more independent learners, critical thinkers, and it can also provide plenty of Drill-Practice opportunities for them to master the content, particularly, for Afghan students who are believed to be more reliant on teachers and printed learning resources. On the other hand, the findings suggest that GenAI is an invaluable asset for teachers’ professional development in terms of planning everyday pedagogical practices for their classrooms and generating materials and content. However, the usage of GenAI can also pose some significant challenges for teachers as well as institutions, particularly in the absence of an established code of conduct and implicit rules that should be abided by the students to avoid unauthorized activities. Additionally, the study also provides some useful suggestions predicated on the findings of the study.