Our
Question
"How do you perceive your Professors' attitudes towards AI?"
The Analysis
Q1.
Figure 1.1: Total Responses of GUQ students
Figure 1.2: Total responses of non- GUQ students
Analysis
The data of responses was divided into two charts. In figure 1.1 indicates the responses of only GUQ students, with the majority of 118 students agreeing that most of the professors discourage the use of AI and think of it negatively. The minority 11 students oppose it, agreeing that most professors encourage the use of AI and think of it positively. Figure 1.2 shows the data of non-GUQ students with identical contrast results between the majority and minority groups. The majority of students, 55, agreed that most professors discourage the use of AI, while the minority of 11 students agreed that most professors encourage the use of AI.
Q2.
Figure 2.1: GUQ response by class year
Figure 2.2: NON-GUQ data by class year
Analysis
Figure 2.1 reveals the responses of GUQ students by class year. The data shows that the class of 2026 has accumulated the highest responses, with the majority agreeing that professors discourage the use of AI. The rest of the class years revealed a close balance between students who perceive professors' attitudes as discouraging and encouraging towards AI.
Figure 2.2 reveals the data responses of non-GUQ students' responses to question 9 of the survey. The data indicates that it is evident in all year groups across education city that the majority perceive professors’ attitudes as discouraging toward the use of AI. Especially in the classes of 2026 and 2027, the majority of respondents agreed to find professors discouraging, while the students from the class of 2024 and 2025, the responses shared an equilibrium of students who felt discouraged and encouraged by their professor. This balance could be due to the number of responses from both of the class groups of 2024 and 2025 being a lot lesser compared to the number of responses from students in 2026 and 2027.
Q3.
Not Applicable
Q4.
Figure 4.1: The mean and median of GUQ data
Figure 4.2: The mean and median of NON-GUQ students
Q5.
The first observation that can be made is that the number of GUQ students that have completed the survey is higher than that of the non-GUQ students. This is to be expected as the survey has come out of the Georgetown Qatar Campus. The most evident trend in the data is that most students - regardless of which university they attend- believe that their professors have a negative attitude towards the use of AI and that they would discourage its usage. This stance is especially shared amongst the class of 2026, as around 52.3% of the GUQ students of that class year and 37.8% of the non-GUQ students of that year have agreed that their professors do not take the use of AI lightly. Another drastic difference between the results is that out of 309 Georgetown students, only 11 students believe that most of their professors encourage the use of AI and think of it positively. This is significant as it emphasizes the idea that the majority of professors hold a cautious or negative view towards the use of AI in the classroom, potentially impacting students' attitudes and approaches toward technology integration in their academic work. This data suggests a need for further exploration and discussion on the role of AI in education to bridge the gap between student and faculty perspectives.
Q6.
The most noticeable distinction between this version of the survey and the version that was created by the Honour Council is that this version of the survey was also available to students who were not enrolled at GUQ institutions. Because of this, we were able to gain a more comprehensive understanding of the perspectives held by different universities on artificial intelligence and its application. Additionally, the updated version has a greater number of questions than the previous version. Because of this, we are able to obtain a more detailed analysis of the student's experiences with artificial intelligence.
Q7.
Based on our quantitative data, we believe that a follow-up question would be suitable to further understand student's views of their professors' attitudes toward the use of artificial intelligence. That is because the responses of the majority of both GUQ students and non-GUQ students indicate strong discouragement and negative perceptions of professors towards the use of artificial intelligence in the classroom. This follow-up question could provide more insight into the specific reasons behind these attitudes and potentially uncover any underlying issues that may be influencing them. The question we suggest is, ‘To what extent do you think your professors view AI as an opportunity or a threat’ on a five-point scale , with one strongly viewing AI as a threat and 5 strongly viewing AI as an opportunity. This question could help to understand better the reasons behind the negative perceptions towards AI in the classroom and potentially shed light on any concerns or fears that may be driving these attitudes. Gathering this data could be valuable in addressing any misconceptions and promoting a more positive view of AI among both students and professors.
Q8.
Our question focuses on the attitude of professors on the use of AI. Therefore, the suggestions will mainly be for creating a better environment in GUQ for the use of AI. Based on the fact that throughout every year (2024-2027) the most common response across both GUQ and non-GUQ responses was “ most of them discourage the use of AI and think of it negatively”, this indicates that there has to be a better way to spread awareness on the use of AI distributed for professors and students.
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Suggestion 1: workshops
GUQ should create workshops to help professors understand the advantages and the disadvantages of the use of AI by students. In addition to creating workshops for students to learn how to properly use AI without plagiarizing.
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Suggestion 2: incorporating the use of AI in assigments
Professors should try including the use of AI as a requirement for some assignments. This could act as a good opportunity for professors to practice grading and creating assignments that include AI; this way they are able to distinguish between the correct use of AI and incorrect use in order to implement techniques to help students. Students are also given the opportunity to practice using AI correctly for assignments.