L'INTELLIGENCE ARTIFICIELLE À L'UNIVERSITÉ ALGÉRIENNE: ENTRE OPPORTUNITÉS PÉDAGOGIQUES ET DÉFIS ÉTHIQUES.ÉTUDE QUALITATIVE AUPRÈS DES ÉTUDIANTS DE MASTER ENFILIÈRES LINGUISTIQUES
ARTIFICIAL INTELLIGENCE IN ALGERIAN UNIVERSITIES: BETWEEN PEDAGOGICAL OPPORTUNITIES AND ETHICAL CHALLENGES. A QUALITATIVE STUDY AMONG MASTER’S STUDENTS IN LINGUISTIC PROGRAMS

Summary/Abstract: The integration of Artificial Intelligence (AI) into higher education is redefining learning paradigms. This article explores the perceptions of Algerian university students regarding this technological transition. The aim is to analyze the appropriation of AI as a tool for pedagogical mediation, identifying perceived affordances and emerging ethical risks. The central research question examines the tension between algorithmic assistance and intellectual autonomy among young academics. An exploratory qualitative methodology was adopted, based on a survey using open-ended questionnaires conducted with twenty Master's students from various disciplines at the University of Tlemcen. The results, processed through thematic content analysis, reveal an ambivalent stance: while AI is acclaimed for its ability to personalize learning and increase academic productivity, it raises significant concerns regarding cognitive dependency and epistemic reliability. The study concludes on the imperative need to integrate AI literacy into curricula and to enhance teacher training to support this paradigm shift.

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