Reframing The Concept Of Training In The Age Of Artificial Intelligence: A Study Of University Teachers’ Perceptions In The Humanities And Social Sciences

Abstract

This study examines the reconceptualization of academic training in the age of artificial intelligence through an analysis of humanities and social sciences faculty perceptions. Employing thematic analysis of semi-structured interviews with 16 university professors from Algiers2 University, the research reveals fundamental tensions in adopting intelligent technologies, balancing their transformative potential for research and teaching against profound concerns regarding threats to humanistic values and critical thinking. The study identifies a core dilemma: the absence of an integrative paradigm that reconciles technological demands with the epistemological foundations of humanities and social sciences disciplines, exacerbated by institutional gaps in training policies and technical support. The paper proposes a conceptual framework for "adaptive smart training" built on three pillars: technical competence, critical awareness, and ethical responsibility, while emphasizing the need for context-specific training strategies that address the Algerian linguistic and cultural particularities.