Training Needs of University Faculty for Performing Teaching Tasks Using Artificial Intelligence

Amid the fourth wave of the industrial revolution, artificial intelligence (AI) is emerging as a transformative force in higher education—not merely as a supplementary tool but as a key agent reshaping the roles and dynamics among professors, students, and educational content. Yet, this shift does not inherently ensure professors' readiness or mastery of the requisite skills for such a transition. Consequently, this study seeks to identify the training needs of university professors to effectively integrate AI into their teaching practices. Data were collected via a questionnaire administered to 44 professors at the Faculty of Social Sciences and Humanities, University of Oum El Bouaghi, after validating its psychometric proper-ties. The findings revealed that, across the three examined factors, most respondents lacked proficiency in AI-related skills. The option "Not proficient in using it." scored the highest percentages for each factor: (42.89%), (55.9%), and (78.41%), supported by mean scores of (2.22), (2.44), and (2.76), respectively. Overall,the predominant response was "Not proficient in using it." (59.06%), followed by "Somewhat" (31.38%),and "Proficient in using it." (9.43%).These results align with the ques-tionnaire’s total mean score (2.47), which lies between "Somewhat" and "Not proficient in using it."