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This research employs a qualitative phenomenological methodology to examine how university faculty members in Palestine perceive the incorporation of artificial intelligence within educational settings. The article draws on in-depth, semi-structured interviews with twenty-one PhD-holding instructors, each possessing substantial teaching experience, from three distinct Palestinian universities. The analysis reveals the complex views of these educators, who express both enthusiasm for the prospective benefits of AI in advancing educational quality and concerns about its possible effects on conventional teaching practices. The results highlight the importance of tailored professional development initiatives and robust institutional backing to ensure the successful adoption of AI tools in academic contexts. By shedding light on current debates surrounding AI's role in education, this research offers actionable guidance for decision-makers and educational administrators seeking to employ AI's opportunities while mitigating associated risks. In doing so, the study contributes to the achievement of the United Nations Sustainable Development Goals, particularly SDG 4 (Quality Education) by promoting inclusive and forward-thinking teaching practices, and SDG 9 (Industry, Innovation, and Infrastructure) through its focus on responsible AI integration in educational institutions.
Hamamra et al. (Mon,) studied this question.