Artificial Intelligence in Academic Research: Adoption, Opportunities, and Barriers among Faculty in Libya Higher Education

Abstract

This study explores the awareness, adoption, and challenges of using artificial intelligence tools in academic research among faculty members at the University of Zawia, Libya. A mixed-methods approach was applied in the analysis, combining survey responses from 350 participants with interviews involving selected faculty members and administrators. The findings show that laptops (93.7%) and tablets (80.6%) are the most used devices for research. However, more than half of the respondents reported either no formal training in artificial intelligence tools (46.0%) or only a single workshop (49.7%). Internet access was generally rated as good (57.4%), but poor infrastructure (68.6%) and high subscription costs (84%) remain major barriers. Ethical and policy issues were also prominent, as 99.4% of faculty reported no knowledge of official university guidelines, and 98.9% expressed concerns about academic misconduct. Despite these challenges, 68.9% of participants stated that artificial intelligence had a strong positive impact on their research productivity. This research is one of the first studies to examine the application of artificial intelligence in Libyan higher education, specifically highlighting the intersection between infrastructure gaps, ethical concerns, and research productivity. It concludes that artificial intelligence adoption in Libyan universities is shaped not only by faculty willingness, but also by systemic gaps in infrastructure, policy, and institutional support.