https://dspace.qou.edu/handle/194/2881 Tue, 07 Apr 2026 16:54:18 GMT 2026-04-07T16:54:18Z https://dspace.qou.edu/handle/194/3021 Using Artificial Intelligence Tools in Scientific Research: A Systematic Review and Designing a Proposed Model. Abd Al-haq Mohammed Mosabeh, Faten; Mahmoud Mohammed Al-Sheikh, Dr. Randa This study aimed to conduct a systematic review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) criteria on the role of artificial intelligence tools in university scientific research from an international, Arab, and local perspective. This study was based on 251 articles extracted from leading academic databases, including Google Scholar, Dar Al- Mandumah, Crossref, ERIC, ScienceDirect, and SpringerOpen. The time frame for the selected studies and articles ranged from 2018 to 2024. The results of the analysis of the included studies showed that the most commonly used AI tools in scientific research are file and text search tools (64%) and machine translation (63%); while publishing and journal selection tools were not used at all, indicating a research gap in this area. The roles of AI tools focused on improving decision-making (84%), supporting data collection (48%) and idea generation (39%), with limited presence in research design and writing, reflecting a focus on the preparatory stages of research rather than the executive stages. The results also showed that the most prevalent ethical dimensions are fairness (73%), academic integrity (63%), privacy and security (57%) and transparency (53%), with little attention paid to specific practical dimensions such as avoiding plagiarism and harm, and an almost complete absence of the principle of privacy for researchers and examinees. The study also presented a proposed model for integrating AI tools into scientific research, based on the study's findings that identified the most important tools to use. The model combines research stages, appropriate tools, and academic and ethical roles. The study recommended the need for clear disclosure of the use of artificial intelligence tools at all stages of research, documentation of the traceability of analysis decisions, and emphasized the mandatory human review of any generated outputs and the avoidance of over-reliance on tools in sensitive interpretive decisions and plagiarism. It also recommended that universities in higher education adopt a multi-level governance model that measures the types and levels of AI tool use in scientific research, links them to research policies and publication ethics, and measures research performance quality with clear indicators. Tue, 30 Dec 2025 00:00:00 GMT https://dspace.qou.edu/handle/194/3021 2025-12-30T00:00:00Z https://dspace.qou.edu/handle/194/3020 Employing Virtual Laboratories in Teaching Programmable Logic Controllers from the Point of Field Experts (Reality, Challenges, Expected effects) Farouq Tawfeeq Shanti, Ghena; Younis Ahmed Abu Jarad, Prof. Dr. Hamdy This study aimed to reveal the reality of employing virtual laboratories in teaching programmable logic controllers (PLCs) in Palestinian universities, and to investigate the most prominent challenges facing this employment, in addition to analyzing the expected effects of their adoption in the educational process, from the point of view of field experts, in preparation for presenting a proposed vision that contributes to activating their use effectively and efficiently. To achieve the study's objectives, the descriptive-analytical approach utilizing a mixed-methods design (quantitative and qualitative) was adopted. The purposive study sample consisted of (60) experts, including academics and administrators. Data were collected using an electronic questionnaire, complemented by semi-structured interviews with a sub-sample of (46) experts. The findings revealed that the current reality of implementation is "medium," characterized by individual bottom-up initiatives that are constrained by a lack of systematic top-down institutional support. The level of challenges was found to be "high," with the most prominent obstacle identified as a pedagogical one, termed the "sensory gap"—the inability of simulations to build tangible, hands-on skills, particularly in hardware troubleshooting. In contrast, the assessment of expected impacts was "very high." Experts unanimously agreed on the technology's potential to deepen conceptual understanding and bridge the gap with labor market demands. Furthermore, the results showed no statistically significant differences in the perception of the reality of employment based on the variables of job nature or years of experience. Based on these findings, the study concludes that the solution lies not in complete replacement, but in the "Smart Integration" of the virtual and physical worlds. Consequently, the study proposes a proposed framework grounded in the "Smart Integration", which blends virtual and traditional laboratories, philosophy, recommending practical strategies at both the administrative and academic levels to maximize learning outcomes and prepare engineering graduates for the demands of modern industry. Sun, 02 Nov 2025 00:00:00 GMT https://dspace.qou.edu/handle/194/3020 2025-11-02T00:00:00Z https://dspace.qou.edu/handle/194/3017 The Effectiveness of Using Interactive Software in Enhancing Academic Achievement in Science for the Electricity Unit in Ninth Grade and Students' Attitudes Towards It نور الدين, محمد حسن محمد; عبد الحميد مجاهد, الدكتور حمزة This study aimed to investigate the effectiveness of interactive educational content in improving academic achievement in science, specifically in the electricity unit, among ninth-grade female students, and to explore their attitudes toward its use. The researcher adopted a quasi-experimental approach, dividing the sample into two groups: an experimental group that used the software and a control group that followed traditional methods. The sample was selected purposively from 36 students at the Islamic Private Girls' School in Ramallah and Al-Bireh, equally divided into two groups, with 18 students in each group. The study utilized an achievement test and an attitude questionnaire. The ANCOVA results showed statistically significant differences (α ≤ .05) favoring the experimental group in academic achievement, with a mean score of 16.99 compared to 15.51 for the control group. Pre-test and post-test comparisons for the experimental group showed an increase from 12.22 to 17.22, confirming the software's effectiveness. Students also demonstrated a positive attitude, with a mean score of 3.88 on a 5-point scale. The study recommended adopting interactive software to enhance learning, developing tools with instant feedback to support self-learning, and conducting similar research in other subjects to boost academic performance. Mon, 06 Jan 2025 00:00:00 GMT https://dspace.qou.edu/handle/194/3017 2025-01-06T00:00:00Z https://dspace.qou.edu/handle/194/3016 The Use of Artificial Intelligence Techniques in the Educational Process in Government Basic Schools in Nablus Governorate: Between Reality and Hopes. Jihad Ragheb Sahloub, Ziyad; Mohammed Rashid Hanawi, Prof. Majdi This study aimed to explore the use of artificial intelligence techniques in the educational process within public primary schools in Nablus Governorate: between the current reality and hope. The study adopted a descriptive analytical approach to achieve its objectives. A systematic random sample of teachers who teach grades five to nine in the Nablus Directorate of Education was selected, with a total sample size of (328) teachers. Data were collected using a questionnaire consisting of (38) items. The results revealed that the level of teachers’ use of AI technologies in teaching was moderate, with a mean score of (2.98). Similarly, the level of AI usage from the teachers' perspective was also moderate, with a mean score of (3.24). However, teachers’ attitudes toward using AI in education were positive and high, with a mean score of (3.81). On the other hand, the study indicated that the integration of AI technologies into the Palestinian curriculum was weak, according to the teachers' perspectives, with a mean score of (2.48). Nevertheless, the findings showed that teachers' perceptions of the potential use of AI technologies in education were high, with a mean score of (4.11). The study recommended the need to establish the necessary infrastructure for AI integration in schools, incorporate AI-related educational units into the curriculum, empower teachers to effectively utilize AI technologies in the teaching process, and provide specialized training programs for teachers under the supervision of the Directorate of Education. Wed, 19 Mar 2025 00:00:00 GMT https://dspace.qou.edu/handle/194/3016 2025-03-19T00:00:00Z