Rami A. Abdel-Rahem

Since 2022, artificial intelligence (AI) has shown extensive applications across most aspects of our lives, and scientific research is no exception. Some AI applications, such as ChatGPT, can now conduct broad literature reviews, provide scientific interpretations, write scientific papers, and respond to reviewer comments, which changes the researcher's role. With such machine intelligence, it is currently unclear what the remaining contribution of human intelligence is compared with AI. Scientific promotion, PhD and master's theses, graduation projects, seminars, presentations, quizzes, and homework can all be generated by AI, and the three categories of education outcomes, knowledge, skills, and competencies that the researcher should gain are nowadays at risk if AI is not used properly. Higher education institutions (HEIs), along with many international organizations, have begun drafting regulations and policies to address the challenges of AI revolution, maintain human intellectual efficiency, leverage AI's benefits, and avoid its potential dangers. AI declaration forms and AI usage percentages were proposed to regulate the use of AI while maintaining the role of human intellectual effort. In general, the use of AI to enhance the language of scientific research and to collect updated references has been accepted; however, generating ideas with AI has been prohibited. It may be that the new researcher will be the one who is able to use AI prompts rather than possessing many other classical skills, and that the rules of scientific promotion will no longer be valid. In the current investigation, we conduct a literature review of best practices for the use of AI in scientific research. Additionally, the questionnaire results, which reflect the opinions of the University of Petra (UOP) faculty members on the use of AI in scientific research, are presented and discussed.