Integrating AI into Research Curriculum: Assessment of Scope, Perceived Impacts, and Challenges Encountered

Pervin, Nasrin; Yusuf, Abdullahi

doi:10.21608/ihites.2025.369573.1233

Integrating AI into Research Curriculum: Assessment of Scope, Perceived Impacts, and Challenges Encountered

Document Type : Original Article

Authors

Nasrin Pervin ¹
Abdullahi Yusuf ²

¹ Nac 943, North South University, bangladesh

² Department of Science Education, Sokoto State University, Sokoto State, Nigeria

10.21608/ihites.2025.369573.1233

Abstract

This study investigates the integration of artificial intelligence (AI) into the research curriculum in Nigerian and Bangladeshi universities. Objectives include exploring research areas of integration, perceived impacts, and challenges encountered. The study employed the convergent parallel mixed method, recruiting 55 university teachers for the quantitative survey and 6 university teachers for the qualitative method. Quantitative findings reveal that AI is predominantly integrated into writing literature reviews and conducting data analysis tasks, with varied adoption rates across specific research activities such as formulating research questions and identifying gaps in the literature. Qualitative insights underscore the transformative effects of AI on enhancing students' critical thinking, analytical skills, and writing proficiency. However, significant challenges emerge, including balancing AI integration with foundational research skills, addressing resource limitations, and navigating ethical considerations. Implications of the study suggest the need for tailored educational strategies to effectively integrate AI into curricula, supported by adequate resources and ethical guidelines. These measures aim to optimize AI's potential in fostering innovation and rigor in research education, thereby preparing students for future professional challenges in academia and beyond.

Keywords

Article History

Receive Date: 2025/3/8

Revise Date: 2025/6/22

Accept Date: 2025/6/23

Publish Date: 2025/6/24

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