Document Type

Conference Proceeding

Publication Date

2026

Abstract

ABSTRACT

 

Dajani, M., LewaaElhamd, I., & FakhrEldin, H. (2025). Pedagogical readiness and adaptability in higher education in Egypt: An exploration of generational disparities in AI adoption. In Conference proceedings for the Annual Conference of Business, Economics and Politics in the Middle East (BEP-ME) 2025 (pp. 96,116). The British University in Egypt.

This study investigates generational differences in the adoption of AI tools in Egyptian higher education, examining how pedagogical readiness and adaptability influence engagement among students and educators. It addresses a key gap in the literature—the lack of an integrated pedagogical framework combining Kolb’s Experiential Learning Theory and Constructivist Learning Theory to explain AI adoption across generations. Prior studies have seldom compared Generations X, Y, and Z within one empirical model, and evidence from Egyptian universities remains limited despite distinctive cultural and institutional contexts shaping AI readiness.

Using a survey-based design grounded in these theories, the study employs structural equation modelling (SEM) and multi-group analysis to assess how readiness and adaptability predict AI use. Findings reveal that Gen Z learners, familiar with digital learning, display higher adaptability, whereas Gen X and Y educators face challenges linked to ethics, pedagogy, and technological familiarity. The study concludes that successful AI integration requires generationally responsive pedagogical models, institutional support, and faculty development. It offers practical recommendations for curriculum design, policy formulation, and professional training to promote inclusive, ethical, and sustainable AI adoption.

Download

Share

COinS