Dr. Zuheir Khlaif: Interdisciplinary Pathways to Responsible Artificial Intelligence in Higher Education

An Inspirational Researcher in Interdisciplinary Studies

Dr. Zuheir Naji Ghanam Khlaif is an Assistant Professor of Educational Technology at An-Najah National University and a researcher specializing in artificial intelligence in education, assessment in the age of AI, and digital transformation in higher education. He has published more than 70 peer-reviewed articles in internationally recognized Scopus-indexed journals and has contributed to editing books and special issues with leading international publishers such as Springer and IGI Global. His research interests focus on developing innovative assessment models, promoting the responsible use of artificial intelligence, and constructing interdisciplinary conceptual frameworks to address contemporary educational challenges with tangible societal impact.

The Beginning of the Journey

Dr. Khlaif’s research journey began with an early interest in leveraging technology to enhance educational quality in contexts facing structural and social challenges. His primary motivation has been to identify sustainable educational solutions that respond to learners’ needs while promoting educational equity. As his academic career progressed, his focus expanded to examine the impact of artificial intelligence and emerging technologies on reshaping learning and assessment practices. This evolution led him to adopt an interdisciplinary research approach that integrates education, technology, psychology, AI ethics, and educational policy.

Major Interdisciplinary Research Contributions

Dr. Khlaif’s interdisciplinary contributions span several key areas, including:

  • Research on redesigning assessment in the age of artificial intelligence (2023–2025), published in international peer-reviewed journals, offering practical frameworks for designing learning tasks that foster critical thinking and reduce reliance on irresponsible AI.
  • Studies on AI adoption in higher education, integrating technology adoption models with qualitative analyses of faculty experiences to identify institutional and psychological factors influencing adoption.
  • Research on extended reality (XR) in engineering education, identifying key factors influencing immersive technology adoption from integrated pedagogical and technological perspectives.
  • Studies on digital competencies and AI competencies among teachers contribute to evidence-based professional development models.

These contributions are closely aligned with several United Nations Sustainable Development Goals, particularly SDG 4 (Quality Education), SDG 9 (Industry, Innovation and Infrastructure), SDG 10 (Reduced Inequalities), and SDG 17 (Partnerships for the Goals). His work has contributed to improving educational quality, fostering knowledge innovation, promoting equity, and strengthening international research partnerships.

Conclusion

Dr. Khlaif’s research experience reflects a deep commitment to interdisciplinary scholarship and to linking scientific production to development-oriented, socially impactful issues. He believes that disciplinary integration, combined with international collaboration, constitutes a fundamental pillar for producing knowledge capable of addressing the challenges of education in the era of artificial intelligence and digital transformation.

 

Khlaif, Z. N., Mousa, A., & Sanmugam, M. (2026). Engineering the future classroom: factors influencing the sustained use of XR
technologies. Technology, Pedagogy and Education, 1-23.

Farran, H., Khlaif, Z. N., Saifi, A. G., Hijjawi, T., & Bani Ismail, H. (2026). Generative AI adoption among arts and design
students in Palestinian higher education: impacts on task completion. Cogent Education, 13(1), 2594885.

Khlaif, Z. N., Alshakhshir, R., Hamamra, B., & Joma, A. (2025). Reimagining inclusive education: The assistive power of generative AI in
promoting accessibility and equity. British Journal of Visual Impairment, 02646196251382469.

Alhur, A. A., Khlaif, Z. N., Hamamra, B., & Hussein, E. (2025). Paradox of AI in Higher Education: Qualitative Inquiry Into AI Dependency
Among Educators in Palestine. JMIR Medical Education, 11, e74947.

Hamamra, B., Khlaif, Z. N., & Mayaleh, A. (2025). Between promise and precarity: Palestinian university educators' experiences with AI
integration in higher education. Interactive Learning Environments, 1-16.

Khlaif, Z. N., Salameh, N., Ajouz, M., Mousa, A., Itmazi, J., Alwawi, A., & Alkaissi, A. (2025). Using Generative AI in nursing education:
Students’ perceptions. BMC Medical Education, 25(1), 926.

Barham, K. A., Al-Shaer, N. M., Ftayer, O. S., & Khlaif, Z. N. (2025). Global citizenship in conflict settings: An-Najah National University as a
case study. Globalisation, Societies and Education, 1-17.

Hamamra, B., Khlaif, Z. N., Mayaleh, A., & Baker, A. A. (2025). A phenomenological examination of educators’ experiences with AI
integration in Palestinian higher education. Cogent Education, 12(1), 2526435

Abu Shokhedim, S., Khlaif, Z. N., Hattab, M. K., & Itmazi, J. (2025). Digital empowerment of undergraduate students with vision disability. British Journal of Visual Impairment, 0(0). https://doi.org/10.1177/02646196251330161

Ayyoub AM, Khlaif ZN, Shamali M, Abu Eideh B, Assali A, Hattab MK, Barham KA and Bsharat TRK (2025) Advancing higher education with GenAI: factors influencing educator AI literacy. Front. Educ. 10:1530721. doi: 10.3389/feduc.2025.1530721

Abdelazim, A., Al Breiki, M., & Khlaif, Z. N. (2025). AI in education: The mediating role of perceived trust in adoption decisions of school leaders. Education and Information Technologies, 1-33

Khlaif, Z. N., Hamamra, B., & Hussein, E. T. (2025). AI Paradox in Higher Education: Understanding Over-Reliance, Its Impact, and Sustainable Integration.

Khlaif, Z., Salama, N., Hamamra, B., & Mousa, A. (2025). Factors Influencing Educators’ Perspectives on Accepting Extended Reality in Health Care Education: Qualitative Study. JMIR Medical Education, 11, e65042

Salama, N., Bsharat, R., Alwawi, A., & Khlaif, Z. N. (2025). Knowledge, attitudes, and practices toward AI technology (ChatGPT) among nursing students at Palestinian universities. BMC nursing, 24(1), 269

Khlaif, Z. N., Alkouk, W. A., Salama, N., & Abu Eideh, B. (2025). Redesigning Assessments for AI-Enhanced Learning: A Framework for Educators in the Generative AI Era. Education Sciences, 15(2), 174

Hattab, M. K., Adas, N. O., Ayyoub, A., Abualkibash, S. K., Asmar, M. N., Daoud, A., ... & Khlaif, Z. N. (2025). Beyond burnout: A comprehensive investigation of burnout, resilience, and career continuity among Palestinian lawyers in a complex socio-political environment. PloS one, 20(1), e0310762

Bsharat, T. R., Ahmad, I. S., & Khlaif, Z. (2025). Advantages and Disadvantages of Access to ChatGPT Among University Students: A Systematic Literature Review. Enhancing Learning Experiences With Digital Tools: AI, ChatGPT, and Virtual and Augmented Reality, 23-46

Khlaif, Z. (2025). Rethinking Educational Assessment in the Age of Artificial Intelligence: Insights From Recent Training Workshops. In Fostering Inclusive Education With AI and Emerging Technologies (pp. 131-144). IGI Global.

Khlaif, Z. (2025). Rethinking Educational Assessment in the Age of Artificial Intelligence: Insights From Recent Training Workshops. In Fostering Inclusive Education With AI and Emerging Technologies (pp. 131-144). IGI Global.

Khlaif, Z. N., Ayyoub, A., Hamamra, B., Bensalem, E., Mitwally, M. A., Ayyoub, A., ... & Shadid, F. (2024). University teachers’ views on the adoption and integration of generative AI tools for student assessment in higher education. Education Sciences, 14(10), 1090.

Awadallah Alkouk, W., & Khlaif, Z. N. (2024, December). AI-resistant assessments in higher education: Practical insights from faculty training workshops. In Frontiers in Education (Vol. 9, p. 1499495). Frontiers Media SA.

Hamamra, B., Mayaleh, A., & Khlaif, Z. N. (2024). Between tech and text: the use of generative AI in Palestinian universities-a ChatGPT case study. Cogent Education, 11(1), 2380622.

Khlaif, Z. N., Ayyoub, A., Hamamra, B., Bensalem, E., Mitwally, M. A., Ayyoub, A., ... & Shadid, F. (2024). University teachers’ views on the adoption and integration of generative AI tools for student assessment in higher education. Education Sciences, 14(10), 1090.

Garcia, M. B., Arif, Y. M., Khlaif, Z. N., Zhu, M., de Almeida, R. P. P., de Almeida, R. S., & Masters, K. (2024). Effective Integration of Artificial Intelligence in Medical Education: Practical Tips and Actionable Insights. In Transformative Approaches to Patient Literacy and Healthcare Innovation (pp. 1-19). IGI Global.


Khlaif, Z. N., Mousa, A., & Sanmugam, M. (2024). Immersive Extended Reality (XR) Technology in Engineering Education: Opportunities and Challenges. Technology, Knowledge and Learning, 1-24. Yie, D. L.,

Sanmugam, M., Yahaya, W. A. J. W., & Khlaif, Z. N. (2024). The Impact of Gamification Depth on Higher Educational Students’Intrinsic Motivation and Performance Levels. Higher Education for the Future, 23476311241248994.

Khlaif, Z., Odeh, A., & Bsharat, T. R. (2024). Generative AI-Powered Adaptive Assessment. In Power of Persuasive Educational Technologies in Enhancing Learning (pp. 157-176). IGI Global.

Khlaif, Z. N., Mousa, A., Hattab, M. K., Itmazi, J., Hassan, A. A., Sanmugam, M., & Ayyoub, A. (2023). The Potential and Concerns of Using AI in Scientific Research: ChatGPT Performance Evaluation. JMIR Medical Education, 9, e47049.

Khlaif, Z. N., Sanmugam, M., Hattab, M. K., Bensalem, E., Ayyoub, A., Sharma, R. C., ... & Bsharat, T. R. (2023). Mobile technology features and technostress in mandatory online teaching during the COVID-19 crisis. Heliyon, 9(8).

Affouneh, S., Wimpenny, K., Angelov, D., Salha, S., Khlaif, Z. N., & Yaseen, D. (2023). Fostering a culture of qualitative research and scholarly publication in a leading university in the West Bank: a Palestinian-UK capacity-building collaboration. Higher Education Research & Development, 1-15.

Khlaif, Z. N., Khalili, F., Affouneh, S., & Tlili, A. (2023). How remote leaning during crisis affect technostress levels experienced by academicians. Education and Information Technologies, 1-26.

Abahre, J., Al-Rimmawi, H., Raida, L. A., Alkhateeb, M., Bishawi, W., Mahmoud, S., ... & Khlaif, Z. N. (2023). Impact of political instability on 1948-Palestinian shoppers’ satisfaction: Palestinian tourist destination as a case study. Heliyon, 9(6).

Shakor, M. Y., Surameery, N. M. S., & Khlaif, Z. N. (2023). Hybrid Security Model for Medical Image Protection in Cloud. Diyala Journal of Engineering Sciences, 68-77.

Khlaif, Z. N. (2023). Ethical Concerns about Using AI-Generated Text in Scientific Research. Available at SSRN 4387984.
Yie, D. L., Sanmugam, M., Yahaya, W. A. J. W., & Khlaif, Z. N. (2023). The Effect of Gamified Depth on Malaysian Higher Education Students’Intrinsic Motivation Level and Achievement Level.

Khlaif, Z. N., Sanmugam, M., & Ayyoub, A. (2023). Impact of technostress on continuance intentions to use mobile technology. The Asia- Pacific Education Researcher, 32(2), 151-162.

Shawalludin, S., Sanmugam, M., Mohamed, H., & Khlaif, Z. N. (2023). Examining the Relationship Between User Interface Preference and  Screen Addiction in Video Games. Asian Journal of Environment-Behaviour Studies, 8(24).

Khlaif, Z. N., Sanmugam, M., Joma, A. I., Odeh, A., & Barham, K. (2023). Factors influencing teacher’s technostress experienced in usingemerging technology: A qualitative study. Technology, Knowledge and Learning, 28(2), 865-899.

Ghani, A., Griffiths, D., Salha, S., Affouneh, S., Khalili, F., Khlaif, Z. N., & Burgos, D. (2022). Developing teaching practice in computational thinking in Palestine. Frontiers in Psychology, 3086.
Khlaif, Z. N., & Salha, S. (2022). Exploring the factors influencing mobile technology integration in higher education. Technology, Pedagogy and Education, 1-16.

Tarteer, S., Badah, A., & Khlaif, Z. N. (2022). Employing Google Classroom to Teach Female Students during the COVID-19 Pandemic. Computers in the Schools, 38(4), 300-321.

Tarteer, S., Much, Y. A., Ghanem, M., Odeh, A., Elian, S., Hashaykeh, S., ... & Khlaif, Z. N. (2022). Challenges Facing Online Learning During COVID-19. In Radical Solutions in Palestinian Higher Education (pp. 119-133). Springer, Singapore.

Khlaif, Z.N., Salha, S., Fareed, S., & Rashed, H. (2021). The hidden shadow of the coronavirus on education in developing countries. OnlineLearning, 25(1), 269-285. https://doi.org/10.24059/olj.v25i1.2287

Affouneh, S., Salha, S., Burgos, D., Khlaif, Z. N., Saifi, A. G., Mater, N., & Odeh, A. (2020). Factors that foster and deter STEM professional development among teachers. Science Education, 104(5), 857-872.

Khlaif, Z. N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, L. A. (2020). The Covid-19 epidemic: teachers’ responses to school closure in developing countries. Technology, Pedagogy and Education, 1-15.

Affouneh, S., Salha, S., & Khlaif, Z. N. (2020). Designing quality e-learning environments for emergency remote teaching in coronavirus crisis. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 135-137.

Khlaif, Z. N., & Salha, S. (2020). The unanticipated educational challenges of developing countries in Covid-19 crisis: A brief report. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 130-134.

Affouneh, S., & Khlaif, Z. N. (2020). A hidden dream: Open educational resources. In Radical solutions and open science (pp. 57-67). Springer, Singapore.

Khlaif, Z. N., Itmazi, J., Farid, S., Shaqour, A. Z., & Kouraïchi, B. (2019). Exploring children experience with educational mobile technology. Research in Learning Technology, 27.

Traxler, J., Khlaif, Z., Nevill, A., Affouneh, S., Salha, S., Zuhd, A., & Trayek, F. (2019). Living under occupation: Palestinian teachers’ experiences and their digital responses. Research in Learning Technology, 27.

Salha, S., Afoouneh, S., & Khlaif, Z. (2019). Palestinian perspective in digitalization of teachers' professional development (TPD). Journal del'association Comenius/Journal of the Comenius Association, 12-14

Khlaif, Z. N., Itmazi, J., Farid, S., Shaqour, A. Z., & Kouraïchi, B. (2019). Exploring children experience with educational mobiletechnology. Research in Learning Technology, 27.

Kwon, K., Ottenbreit-Leftwich, A. T., Sari, A. R., Khlaif, Z., Zhu, M., Nadir, H., & Gok, F. (2019). Teachers’ Self-efficacy Matters: Exploring the Integration of Mobile Computing Device in Middle Schools. TechTrends, 1-11.

Khlaif, Z., Gok, F., & Kouraïchi, B. (2019). How teachers in middle schools design technology integration activities. Teaching and Teacher Education, 78, 141-150. https://doi.org/10.1016/j.tate.2018.11.014

Khlaif, Z. N., & Farid, S. (2018). Transforming learning for the smart learning paradigm: lessons learned from the Palestinian initiative. Smart Learning Environments, 5(1), 12. https://doi.org/10.1186/s40561-018-0059-9

Khlaif, Z. (2018). Teachers' Perceptions of Factors Affecting Their Adoption and Acceptance of Mobile Technology in K-12
Settings. Computers in the Schools, 35(1), 49-67. https://doi.org/10.1080/07380569.2018.1428001

Kwon, Kyungbin, Suhkyung Shin, Thomas A. Brush, Krista D. Glazewski, Thomas Edelberg, Su Jin Park, Zuheir Khlaif, Hamid Nadiruzzaman, and Husa Alangari. "Inquiry learning behaviors captured through screencasts in problem-based learning." Interactive LearningEnvironments (2017): 1-17. https://doi.org/10.1080/10494820.2017.1419496 

Boling, E., Alangari, H., Hajdu, I. M., Guo, M., Gyabak, K., Khlaif, Z., ... & Bae, H. (2017). Core Judgments of Instructional Designers in Practice. Performance Improvement Quarterly, 30(3), 199-219. https://doi.org/10.1002/piq.21250

Khlaif, Z., Nadiruzzaman, H., & Kwon, K. (2017). Types of Interaction in Online Discussion Forums: A Case Study. Journal of Educational Issues, 3(1), 155-169. doi: https://doi.org/10.5296/jei.v3i1.10975

Khlaif, Z. N. (2017). Factors Influencing Teachers’ Attitudes Toward Mobile Technology Integration in K-12. Technology, Knowledge and Learning, 23(1), 161–175. doi: https://doi.org/10.1007/s10758-017-9311-6

Khlaif, Z., and Itmazi, J. (2013) New Paradigms of e-learning in Palestine to Promote Learning Process: A Case Study of Alaws Educational Network ( Arabic) . The Communications of the ACS Journal, Vol. 6, No. 1, August 2013.

Shraim, K. and Khlaif, Z. (2010) An e-learning approach to secondary education in Palestine: opportunities and challenges. Information Technology for Development, 16(3), 159-173. ODI: https://doi.org/10.1080/02681102.2010.501782

Khlaif, Z (2010) Students' Readiness Towards E-learning. A case study of Virtual Classrooms for secondary education in Palestine. The International Journal of Excellence in e-Learning . forthcoming.