The Impact of Using Generative AI on English Literature Education at the University of Ha'il: Opportunities and Ethical Considerations

Abstract

This study investigates the impact of generative AI on English literature education at the University of Ha'il, Saudi Arabia, in light of Vision 2030's emphasis on educational technology. Through qualitative interviews with fifteen faculty members and seventeen students, the research reveals innovative AI applications in literature courses. The findings show that students use AI to create personalized study materials, explore culturally contextualized interpretations of Western literature, and enhance creative writing skills by mimicking authors' styles. Faculty members employ AI to generate relatable scenarios paralleling classic plots, particularly in Shakespeare courses. The study uncovers novel ethical concerns about potential cultural bias in AI-driven literature analysis that raises questions about AI's cultural appropriateness in global education. Both faculty and students express concerns about how AI handles culturally sensitive topics in literature within Saudi Arabia's conservative context. Based on the results, there is a need for comprehensive guidelines on AI use in academia to balance technological integration with critical thinking and cultural sensitivity. This study positions the University of Ha'il as a potential leader in ethical AI implementation aligned with Saudi Arabia's Vision 2030 goals for technological advancement in education while preserving core humanistic values.