{"id":3646,"date":"2025-09-02T21:17:42","date_gmt":"2025-09-02T18:17:42","guid":{"rendered":"https:\/\/cresh.ul.edu.lb\/?page_id=3646"},"modified":"2025-09-05T21:01:07","modified_gmt":"2025-09-05T18:01:07","slug":"%d8%b9%d8%af%d8%af-%d8%ae%d8%a7%d8%b5-%d8%a3%d8%b9%d9%85%d8%a7%d9%84-%d9%85%d8%a4%d8%aa%d9%85%d8%b1-%d8%a7%d9%84%d8%a2%d8%af%d8%a7%d8%a8-%d9%88%d8%a7%d9%84%d8%b9%d9%84%d9%88%d9%85-%d8%a7%d9%84","status":"publish","type":"page","link":"https:\/\/cresh.ul.edu.lb\/?page_id=3646","title":{"rendered":"\u0639\u062f\u062f \u062e\u0627\u0635: \u0623\u0639\u0645\u0627\u0644 \u0645\u0624\u062a\u0645\u0631 &#8220;\u0627\u0644\u0622\u062f\u0627\u0628 \u0648\u0627\u0644\u0639\u0644\u0648\u0645 \u0627\u0644\u0625\u0646\u0633\u0627\u0646\u064a\u0629 \u0641\u064a \u0627\u0644\u0639\u0635\u0631 \u0627\u0644\u0631\u0642\u0645\u064a: \u0627\u0644\u0645\u0643\u0627\u0646\u0629 \u0648\u0627\u0644\u062f\u0648\u0631&#8221; \u0640\u0640\u0640\u0640 \u062a\u0627\u0631\u064a\u062e 22 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\u0627\u0644\u0644\u063a\u0627\u062a\u060c \u062a\u0637\u0648\u064a\u0631 \u0627\u0644\u0645\u0646\u0627\u0647\u062c.<\/li>\n<li dir=\"ltr\" style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\"><label style=\"font-size: 18px;font-weight: bold;margin-bottom: 10px;text-align: left\">Applied Modern Language Teaching and Learning in the Era of Artificial Intelligence: A Prospective Study<\/label><br \/>\nThis study examines the growing influence of artificial intelligence (AI) on academic practice, with a focus on language instruction. While AI-powered applications simulate reliable, human-like interaction and offer significant potential as virtual assistants, their adoption in local higher education institutions remains fragmented and unsystematic. Curricula and digital platforms have yet to align with AI\u2019s capabilities, a gap attributed to limited awareness and\/or insufficient planning. Nevertheless, AI is already transforming language teaching methods and outcomes, often enhancing effectiveness and learner engagement. The study tackles the central question: Do AI applications function as allies or adversaries for academic institutions, faculty, and students? It argues for the integration of AI into teaching, research, and curriculum development, highlighting the need to strengthen core competencies, procedural knowledge, and functional and cognitive skills. Practical approaches are proposed for embedding AI technologies effectively and sustainably into academic work.<\/p>\n<p><label style=\"font-weight: bold\">Keywords:<\/label> artificial intelligence, academic work, teaching languages, learning languages, curriculum development.<\/li>\n<\/ul>\n<\/ul><ul style='margin-top:0;margin-bottom:0'>\n<\/div>\n<div class=\"ritole\">\n<p class=\"title\" style=\"margin-bottom: 10px;\"> \u0645\u062f\u062e\u0644\u0627\u062a \u0627\u0644\u062a\u062d\u0648\u0644 \u0646\u062d\u0648 \u0623\u0646\u0633\u0646\u0629 \u0627\u0644\u0645\u0646\u0647\u0627\u062c \u0641\u064a \u0627\u0644\u062a\u0639\u0644\u064a\u0645 \u0627\u0644\u0639\u0627\u0645 \u0641\u064a \u0644\u0628\u0646\u0627\u0646<\/p>\n<p>\u0648\u0644\u064a\u062f \u062d\u0645\u0648\u062f<\/p>\n<p>\u0627\u0644\u0635\u0641\u062d\u0629 49-60<\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2025\/09\/%D9%88%D9%84%D9%8A%D8%AF%20%D8%AD%D9%85%D9%88%D8%AF.pdf?_t=1756793956\">PDF<\/a><\/p>\n<p style=\"margin: 0 0 10px; 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The documents showed a trend towards reinforcing general education and embedding values and citizenship at the core of competencies, while distancing the curriculum from commodification.<br \/>\nHowever, despite this humanistic shift in educational discourse reflected in the documents, some functional concepts such as &#8220;efficiency&#8221; and &#8220;achievement&#8221; remain present. This creates a conceptual tension between the new orientation focused on awareness and value development, and terms that reflect a technical or utilitarian dimension. This calls for a careful analysis of the documents to ensure their alignment with a comprehensive educational vision.<\/p>\n<p><label style=\"font-weight: bold\">Keywords:<\/label> Competency-based approach. Commodification of education. Foundations of Knowledge. Social-Emotional Learning. Curriculum <\/li>\n<\/ul>\n<\/ul><ul style='margin-top:0;margin-bottom:0'>\n<\/div>\n<div class=\"letori\">\n<p class=\"title\">Basic Education: An Opportunity or a Threat? A Case Study of Al Makassed Association Schools in Beirut\n<\/p>\n<p style=\"margin: 0 0 10px; font-size: 18px;\">Ghina AlBadawi \u2013 Sahar Chaer <\/p>\n<p>page 61-87<\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2025\/09\/%D8%BA%D9%86%D9%89%20%D8%A8%D8%AF%D9%88%D9%8A%20%D9%88%D8%B3%D8%AD%D8%B1%20%D8%B4%D8%B9%D8%B1.pdf?_t=1756793956\">PDF<\/a><br \/>\n<input type='hidden' bg_collapse_expand='6a8048204e4258020382450' value='6a8048204e4258020382450'><input type='hidden' id='bg-show-more-text-6a8048204e4258020382450' value='Abstract'><input type='hidden' id='bg-show-less-text-6a8048204e4258020382450' value='Abstract'><a id='bg-showmore-action-6a8048204e4258020382450' class='bg-showmore-plg-link bg-arrow '  style=\" color:#6B6B2E;\" href='#'>Abstract<\/a><\/ul><ul class='bg-showmore-no-padding-no-margin' id='bg-showmore-hidden-6a8048204e4258020382450' >\n<ul>\n<li style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\">Artificial Intelligence (AI) is rapidly influencing global education systems, offering opportunities in personalized learning, instructional efficiency, and school management. This study explores the extent of AI integration, stakeholder perceptions, and critical implementation factors within basic education (K\u20139) across seven schools affiliated to Al Makassed Association in Beirut, Lebanon. A mixed-methods design was employed, combining quantitative survey data from 124 participants, including administrators (n = 16), and teachers (n = 108), with qualitative input from a focus group discussion with ICT coordinators (n = 6), open-ended survey responses, and document analysis.<br \/>\nStakeholders collectively recognized AI\u2019s potential to enhance differentiation, engagement, and formative assessment, particularly at upper primary and intermediate levels. However, concerns were raised about student overdependence on AI, data privacy, misinformation, and the ethical use of technology. Teachers also expressed a need for stronger technical support and targeted training.<br \/>\nThe study concludes that successful AI implementation requires bridging the gap between leadership vision and classroom practice. Key enablers include infrastructure readiness, ethical policy frameworks, and sustained, role-specific professional development. These findings offer actionable insights for education leaders, policymakers, and curriculum developers seeking to integrate AI tools responsibly and equitably within developing contexts like Lebanon.<\/p>\n<p><label style=\"font-weight: bold\">Keywords: <\/label> Artificial Intelligence, Basic Education, Teacher Perceptions, AI Integration, Educational Leadership<\/li>\n<li dir=\"rtl\" style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\"><label style=\"font-size: 18px;font-weight: bold;margin-bottom: 10px;text-align: left\"> \u062f\u0645\u062c \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0641\u064a \u0627\u0644\u062a\u0639\u0644\u064a\u0645 \u0627\u0644\u0623\u0633\u0627\u0633\u064a: \u0641\u0631\u0635\u0629 \u0623\u0645 \u062a\u062d\u062f\u0651\u064d\u061f <\/label><br \/>\n\u062a\u0624\u062b\u0631 \u062a\u0642\u0646\u064a\u0627\u062a \u0627\u0644\u0630\u0643\u0627\u0621 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\u0645\u0646\u0647\u062c\u064a\u0629 \u0627\u0644\u0628\u062d\u062b \u0627\u0644\u0645\u062e\u062a\u0644\u0637\u060c \u062d\u064a\u062b \u062c\u064f\u0645\u0639\u062a \u0627\u0644\u0628\u064a\u0627\u0646\u0627\u062a \u0627\u0644\u0643\u0645\u064a\u0629 \u0645\u0646 \u062e\u0644\u0627\u0644 \u0627\u0633\u062a\u0628\u064a\u0627\u0646\u0627\u062a \u0634\u0645\u0644\u062a 124 \u0645\u0634\u0627\u0631\u0643\u064b\u0627\u060c \u0645\u0646 \u0628\u064a\u0646\u0647\u0645 \u0645\u062f\u064a\u0631\u0648\u0646 (\u0639\u062f\u062f\u0647\u0645 = 16)\u060c \u0648\u0645\u0639\u0644\u0645\u0648\u0646 (\u0639\u062f\u062f\u0647\u0645 = 108)\u060c \u0625\u0644\u0649 \u062c\u0627\u0646\u0628 \u062a\u062d\u0644\u064a\u0644 \u0646\u0648\u0639\u064a \u0644\u0645\u062c\u0645\u0648\u0639\u0629 \u0628\u0624\u0631\u064a\u0629 \u0645\u0646 \u0645\u0646\u0633\u0642\u064a \u062a\u0643\u0646\u0648\u0644\u0648\u062c\u064a\u0627 \u0627\u0644\u0645\u0639\u0644\u0648\u0645\u0627\u062a (\u0639\u062f\u062f\u0647\u0645 = 6)\u060c \u0648\u0627\u0644\u0625\u062c\u0627\u0628\u0627\u062a \u0627\u0644\u0645\u0641\u062a\u0648\u062d\u0629 \u0648\u0645\u0631\u0627\u062c\u0639\u0629 \u0627\u0644\u0648\u062b\u0627\u0626\u0642.<br \/>\n\u0623\u062c\u0645\u0639\u062a \u0622\u0631\u0627\u0621 \u0627\u0644\u0645\u0634\u0627\u0631\u0643\u064a\u0646 \u0639\u0644\u0649 \u0625\u0645\u0643\u0627\u0646\u064a\u0627\u062a \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0641\u064a \u062a\u0639\u0632\u064a\u0632 \u062a\u0641\u0631\u064a\u062f \u0627\u0644\u062a\u0639\u0644\u0651\u0645\u060c \u0648\u0632\u064a\u0627\u062f\u0629 \u0627\u0644\u062a\u0641\u0627\u0639\u0644\u060c \u0648\u062a\u062d\u0633\u064a\u0646 \u0627\u0644\u062a\u0642\u0648\u064a\u0645 \u0627\u0644\u062a\u0643\u0648\u064a\u0646\u064a\u060c \u062e\u0635\u0648\u0635\u0627\u064b \u0641\u064a \u0627\u0644\u062d\u0644\u0642\u0629 \u0627\u0644\u062b\u0627\u0646\u064a\u0629 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\u0633\u064a\u0627\u0642\u0627\u062a \u0627\u0644\u0628\u0644\u062f\u0627\u0646 \u0627\u0644\u0646\u0627\u0645\u064a\u0629 \u0645\u062b\u0644 \u0644\u0628\u0646\u0627\u0646.<\/p>\n<p><label style=\"font-weight: bold\"> \u0627\u0644\u0643\u0644\u0645\u0627\u062a \u0627\u0644\u0645\u0641\u0627\u062a\u064a\u062d:<\/label>\u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a\u060c \u0627\u0644\u062a\u0639\u0644\u064a\u0645 \u0627\u0644\u0623\u0633\u0627\u0633\u064a\u060c \u062a\u0635\u0648\u0651\u0631\u0627\u062a \u0627\u0644\u0645\u0639\u0644\u0645\u064a\u0646\u060c \u062a\u0643\u0627\u0645\u0644 \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a\u060c \u0627\u0644\u0642\u064a\u0627\u062f\u0629 \u0627\u0644\u062a\u0631\u0628\u0648\u064a\u0629<\/li>\n<\/ul>\n<\/ul><ul style='margin-top:0;margin-bottom:0'>\n<\/div>\n<div class=\"letori\">\n<p class=\"title\">AI Dehumanization of the Contemporary Research Community in Arts and Humanities: Reshaping or a Replacement?\n<\/p>\n<p style=\"ma\n\n\n<p style=\"margin: 0 0 10px; font-size: 18px;\">Ibrahim Srour<\/p>\n<p>page 88-96<\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2025\/09\/%D8%A7%D8%A8%D8%B1%D8%A7%D9%87%D9%8A%D9%85%20%D8%B3%D8%B1%D9%88%D8%B1.pdf?_t=1756793956\">PDF<\/a><br \/>\n<input type='hidden' bg_collapse_expand='6a8048204e6dc8064562232' value='6a8048204e6dc8064562232'><input type='hidden' id='bg-show-more-text-6a8048204e6dc8064562232' value='Abstract'><input type='hidden' id='bg-show-less-text-6a8048204e6dc8064562232' value='Abstract'><a id='bg-showmore-action-6a8048204e6dc8064562232' class='bg-showmore-plg-link bg-arrow '  style=\" color:#6B6B2E;\" href='#'>Abstract<\/a><\/ul><ul class='bg-showmore-no-padding-no-margin' id='bg-showmore-hidden-6a8048204e6dc8064562232' >\n<li style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\">AI, a powerful tool, has made significant strides in various fields, including academia. However, the question remains whether AI can replace or play a role in the Arts and Humanities. AI&#8217;s role in the discipline is implicit and inherent. It shapes researchers&#8217; thinking, views, and project considerations, such as in Applied Linguistics. This paper examines the threats and challenges posed by AI in the Arts and Humanities, highlighting possible rectifications and measures to be taken by AI academic users. This literature review provides a comprehensive understanding of how AI is an inherent threat to research in Arts and Humanities, molds academic identity, and informs the contemporary research community.<br \/>\n<\/br><label style=\"font-weight: bold\">Keywords: <\/label> AI, Research Community, Identity, Arts and Humanities<\/li>\n<li dir=\"rtl\" style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\"><label style=\"font-size: 18px;font-weight: bold;margin-bottom: 10px;text-align: left\">\u0646\u0632\u0639   \u0627\u0644\u0635\u0641\u0629 \u0627\u0644\u0625\u0646\u0633\u0627\u0646\u064a\u0629 \u0639\u0646 \u0645\u062c\u062a\u0645\u0639 \u0627\u0644\u0628\u062d\u062b  \u0641\u064a \u0627\u0644\u0625\u0646\u0633\u0627\u0646\u064a\u0627\u062a \u0639\u0628\u0631 \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a : \u0625\u0639\u0627\u062f\u0629 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class=\"ritole\">\n<p class=\"title\" style=\"margin-bottom: 10px;\">\u0627\u0644\u062a\u0651\u0639\u0628\u064a\u0631 \u0627\u0644\u0643\u062a\u0627\u0628\u064a\u0651 \u0648\u0645\u0642\u062a\u0636\u064a\u0627\u062a \u0627\u0644\u0639\u0635\u0631 \u0627\u0644\u0631\u0651\u0642\u0645\u064a\u0651  <\/p>\n<p>\u0639\u0628\u0651\u0627\u0633 \u0632\u0646\u0627\u062a\u064a<\/p>\n<p>\u0627\u0644\u0635\u0641\u062d\u0629 97-102 <\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2025\/09\/%D8%B9%D8%A8%D8%A7%D8%B3%20%D8%B2%D9%8A%D9%86%D8%A7%D8%AA%D9%8A%20(1).pdf?_t=1756793956\">PDF<\/a><\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\">\u00a0<input type='hidden' bg_collapse_expand='6a8048204e9588030159922' value='6a8048204e9588030159922'><input type='hidden' id='bg-show-more-text-6a8048204e9588030159922' value='\u0627\u0644\u0645\u0644\u062e\u0635'><input type='hidden' 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\u0648\u0627\u0644\u0625\u0628\u062f\u0627\u0639. \u0648\u064a\u0634\u0643\u0644 \u0627\u0644\u0645\u0646\u0647\u062c \u0627\u0644\u0648\u0635\u0641\u064a\u0651 \u0623\u0642\u0631\u0628 \u0627\u0644\u0645\u0646\u0627\u0647\u062c \u0644\u062f\u0631\u0627\u0633\u0629 \u0647\u0630\u0647 \u0627\u0644\u0638\u0651\u0627\u0647\u0631\u0629 \u0627\u0644\u0644\u0651\u063a\u0648\u064a\u0651\u0629 \u0627\u0644\u0645\u062a\u0639\u0644\u0651\u0642\u0629 \u0628\u0627\u0644\u062a\u0639\u0628\u064a\u0631 \u0627\u0644\u0643\u062a\u0627\u0628\u064a\u0651. \u0628\u0627\u0644\u0625\u0636\u0627\u0641\u0629 \u0625\u0644\u0649 \u0623\u0646\u0651\u0647 \u064a\u0642\u062f\u0651\u0645 \u0627\u0644\u0645\u0648\u0636\u0648\u0639\u064a\u0651\u0629 \u0627\u0644\u062a\u064a \u062a\u0639\u062a\u0645\u062f \u0627\u0644\u0627\u0633\u062a\u0642\u0631\u0627\u0621 \u0648\u0627\u0644\u0627\u0633\u062a\u0646\u0628\u0627\u0637.<br \/>\n<\/br><label style=\"font-weight: bold\"> \u0627\u0644\u0643\u0644\u0645\u0627\u062a \u0627\u0644\u0645\u0641\u0627\u062a\u064a\u062d:<\/label> \u0627\u0644\u062a\u0639\u0628\u064a\u0631 \u0627\u0644\u0643\u062a\u0627\u0628\u064a\u0651\u060c \u0627\u0644\u062a\u0651\u0642\u0627\u0646\u0629\u060c \u0627\u0644\u0630\u0651\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a\u0651\u060c \u0627\u0644\u0625\u0628\u062f\u0627\u0639\u060c \u0627\u0644\u0646\u0651\u0638\u0627\u0645 \u0627\u0644\u0644\u0651\u063a\u0648\u064a\u0651<\/li>\n<li dir=\"ltr\" style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\"><label style=\"font-size: 18px;font-weight: bold;margin-bottom: 10px;text-align: left\">Scenarios for a renewed children&#8217;s literature via interactive digital narrative<\/label><br \/>\nThis paper explores written expression in the context of the digital age. The first section provides an overview of the current state of written expression among learners in basic and secondary education, that is within the general pre-university curriculum. The second section presents key solutions and proposals aimed at helping students address gaps in their written output, using artificial intelligence to enhance their creative writing skills. The third section offers a balanced perspective on the relationship between technology and creativity.<br \/>\nUsually objectives serve as a mirror, reflecting the philosophy of the curriculum. Moreover, the descriptive approach is the most suitable for studying this linguistic phenomenon related to written expression, as it offers objectivity grounded in both induction and deduction.<br \/>\n<label style=\"font-weight: bold\">Keywords:<\/label> Written Expression -Technology &#8211; Artificial Intelligence \u2013 Creativity &#8211; Linguistic System.\n<\/li>\n<\/ul>\n<\/ul><ul style='margin-top:0;margin-bottom:0'>\n<\/div>\n<div class=\"letori\">\n<p class=\"title\">Impact of digital manipulation tools and techniques on public opinion: problems and solutions <\/p>\n<p style=\"margin: 0 0 10px; font-size: 18px;\">Nasri Messarra<\/p>\n<p>page 103-110<\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2025\/09\/%D9%86%D8%B5%D8%B1%D9%8A%20%D9%85%D8%B3%D8%B1%D8%A9.pdf?_t=1756793956\">PDF<\/a><br \/>\n<input type='hidden' bg_collapse_expand='6a8048204ebba6011077922' value='6a8048204ebba6011077922'><input type='hidden' id='bg-show-more-text-6a8048204ebba6011077922' value='Abstract'><input type='hidden' id='bg-show-less-text-6a8048204ebba6011077922' value='Abstract'><a id='bg-showmore-action-6a8048204ebba6011077922' class='bg-showmore-plg-link bg-arrow '  style=\" color:#6B6B2E;\" href='#'>Abstract<\/a><\/ul><ul class='bg-showmore-no-padding-no-margin' id='bg-showmore-hidden-6a8048204ebba6011077922' >\n<ul>\n<li style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\">This article examines the evolution of political manipulation on social media in Lebanon, with a particular focus on the anticipated impact of artificial intelligence (AI) on shaping public opinion ahead of future elections. The objective is to identify the main manipulation techniques historically used by political actors and to assess how AI could enhance their effectiveness. Drawing on over fifteen years of consultancy and research, including the analysis of more than two million tweets and posts, the study employs qualitative content analysis and case studies\u2014such as campaigns against Judge Tarek Bitar\u2014to document tactics including network engineering, psychometric targeting, majority illusion, fake profiles, and discourse polarization.<br \/>\nFindings show that Lebanese political groups have already adopted sophisticated strategies to silence dissent, fabricate online majorities, and redirect debates. AI is expected to amplify these methods through deepfakes, microtargeted political advertising, autonomous social bots, emotionally manipulative chatbots, and advanced sentiment analysis, enabling real-time adaptation of messages to segmented social cliques. These tools will make manipulative campaigns faster, cheaper, more personalized, and harder to detect.<br \/>\nThe study concludes that the next Lebanese elections may serve as a large-scale testing ground for AI-driven political manipulation, with significant risks to democratic processes. Addressing these threats requires both public education\u2014focusing on understanding AI\u2019s mechanisms, limitations, and biases\u2014and robust regulation, especially in contexts where legislative bodies are intertwined with entrenched political interests.<br \/>\nEducation and Regulations remain the only solution against the overwhelmingly omnipresence of technology in our life and its exponentially rapid growth.<br \/>\n<label style=\"font-weight: bold\">Keywords: <\/label> AI manipulation, public opinion, Lebanon, political communication, deepfakes, social media, psychometrics, bots.<\/li>\n<li dir=\"rtl\" style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\"><label style=\"font-size: 18px;font-weight: bold;margin-bottom: 10px;text-align: left\"> \u062a\u0623\u062b\u064a\u0631 \u0623\u062f\u0648\u0627\u062a \u0627\u0644\u062a\u0644\u0627\u0639\u0628 \u0627\u0644\u0631\u0642\u0645\u064a\u0651 \u0648\u062a\u0642\u0646\u064a\u0627\u062a\u0647\u0627 \u0641\u064a \u0627\u0644\u0631\u0623\u064a \u0627\u0644\u0639\u0627\u0645: \u0645\u0634\u0627\u0643\u0644 \u0648\u062d\u0644\u0648\u0644<\/label><br \/>\n\u062a\u0628\u062d\u062b \u0647\u0630\u0647 \u0627\u0644\u062f\u0631\u0627\u0633\u0629 \u0641\u064a \u062a\u0637\u0648\u0651\u0631 \u0623\u0633\u0627\u0644\u064a\u0628 \u0627\u0644\u062a\u0644\u0627\u0639\u0628 \u0627\u0644\u0633\u064a\u0627\u0633\u064a \u0639\u0628\u0631 \u0648\u0633\u0627\u0626\u0644 \u0627\u0644\u062a\u0648\u0627\u0635\u0644 \u0627\u0644\u0627\u062c\u062a\u0645\u0627\u0639\u064a \u0641\u064a \u0644\u0628\u0646\u0627\u0646 \u060c \u0645\u0639 \u0627\u0644\u062a\u0631\u0643\u064a\u0632 \u0628\u0634\u0643\u0644 \u062e\u0627\u0635 \u0639\u0644\u0649 \u0627\u0644\u062a\u0623\u062b\u064a\u0631 \u0627\u0644\u0645\u062a\u0648\u0642\u0639 \u0644\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0639\u0644\u0649 \u062a\u0634\u0643\u064a\u0644 \u0627\u0644\u0631\u0623\u064a \u0627\u0644\u0639\u0627\u0645 \u0642\u0628\u0644 \u0627\u0644\u0627\u0646\u062a\u062e\u0627\u0628\u0627\u062a \u0627\u0644\u0646\u064a\u0627\u0628\u064a\u0629 \u0627\u0644\u0645\u0642\u0628\u0644\u0629. \u0627\u0644\u0647\u062f\u0641 \u0647\u0648 \u062a\u062d\u062f\u064a\u062f \u062a\u0642\u0646\u064a\u0627\u062a \u0627\u0644\u062a\u0644\u0627\u0639\u0628 \u0627\u0644\u0631\u0626\u064a\u0633\u064a\u0629 \u0627\u0644\u062a\u064a \u0627\u0633\u062a\u062e\u062f\u0645\u0647\u0627 \u0627\u0644\u0644\u0627\u0639\u0628\u0648\u0646 \u0627\u0644\u0633\u064a\u0627\u0633\u064a\u0648\u0646 \u0641\u064a \u0627\u0644\u0641\u062a\u0631\u0629 \u0627\u0644\u0633\u0627\u0628\u0642\u0629 \u0648\u062a\u0642\u064a\u064a\u0645 \u0643\u064a\u0641\u064a\u0629 \u062a\u0639\u0632\u064a\u0632 \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0644\u0641\u0639\u0627\u0644\u064a\u062a\u0647\u0627. \u0628\u0627\u0644\u0627\u0639\u062a\u0645\u0627\u062f \u0639\u0644\u0649 \u0623\u0643\u062b\u0631 \u0645\u0646 \u062e\u0645\u0633\u0629 \u0639\u0634\u0631 \u0639\u0627\u0645\u064b\u0627 \u0645\u0646 \u0627\u0644\u0627\u0633\u062a\u0634\u0627\u0631\u0627\u062a \u0648\u0627\u0644\u0628\u062d\u0648\u062b\u060c \u0628\u0645\u0627 \u0641\u064a \u0630\u0644\u0643 \u062a\u062d\u0644\u064a\u0644 \u0623\u0643\u062b\u0631 \u0645\u0646 \u0645\u0644\u064a\u0648\u0646\u064a \u062a\u063a\u0631\u064a\u062f\u0629 \u0648\u0645\u0646\u0634\u0648\u0631. \u062a\u0633\u062a\u062e\u062f\u0645 \u0627\u0644\u062f\u0631\u0627\u0633\u0629 \u062a\u062d\u0644\u064a\u0644\u064b\u0627 \u0646\u0648\u0639\u064a\u064b\u0627 \u0644\u0644\u0645\u062d\u062a\u0648\u0649 \u0648\u062f\u0631\u0627\u0633\u0627\u062a \u062d\u0627\u0644\u0629 &#8211; 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The paper outlines the evolution of digital humanities, from literary and linguistic computing to digitizing cultural heritage and finally integrating digital technologies with various humanities disciplines. It also examines the impact of digital technologies on social relationships, culture, and knowledge production, raising questions about the potential emergence of &#8220;digital sociology&#8221; as a new field combining sociology and digital technologies. The study highlights the importance of multidisciplinary approaches in understanding phenomena arising from digital technologies and underscores the epistemological transformations leading to novel ways of knowledge construction.<\/p>\n<p><label style=\"font-weight: bold\">Keywords:<\/label> Digital Humanities, Digital Sociology, Digital Technologies, Sociology, Digital Knowledge.\n<\/li>\n<\/ul>\n<\/ul><ul style='margin-top:0;margin-bottom:0'>\n<\/p><\/div>\n<div class=\"ritole\">\n<p class=\"title\" style=\"margin-bottom: 10px;\"> \u062f\u0648\u0631 \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0641\u064a \u0625\u064a\u062c\u0627\u062f \u0641\u0631\u0635 \u0639\u0645\u0644 \u0641\u064a \u0627\u062e\u062a\u0635\u0627\u0635 \u0627\u0644\u062c\u063a\u0631\u0627\u0641\u064a\u0627 \u0641\u064a \u0638\u0644\u0651 \u0645\u064a\u0651\u0632\u0627\u062a\u0647 \u0648\u062d\u062f\u0648\u062f\u0647<\/p>\n<p>  \u0646\u0627\u062c\u064a \u0643\u0639\u062f\u064a<\/p>\n<p>\u0627\u0644\u0635\u0641\u062d\u0629 142-157<\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2025\/09\/%D9%86%D8%A7%D8%AC%D9%8A%20%D9%83%D8%B9%D8%AF%D9%8A.pdf?_t=1756793956\">PDF<\/a><\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\">\u00a0<input type='hidden' bg_collapse_expand='6a8048204f2c24021680325' value='6a8048204f2c24021680325'><input type='hidden' id='bg-show-more-text-6a8048204f2c24021680325' value='\u0627\u0644\u0645\u0644\u062e\u0635'><input type='hidden' id='bg-show-less-text-6a8048204f2c24021680325' value='\u0627\u0644\u0645\u0644\u062e\u0635'><a id='bg-showmore-action-6a8048204f2c24021680325' class='bg-showmore-plg-link bg-arrow '  style=\" color:#6B6B2E;\" href='#'>\u0627\u0644\u0645\u0644\u062e\u0635<\/a><\/ul><ul class='bg-showmore-no-padding-no-margin' id='bg-showmore-hidden-6a8048204f2c24021680325' >\n<ul>\n<li dir=\"rtl\" style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\">\u064a\u062a\u0646\u0627\u0648\u0644 \u0647\u0630\u0627 \u0627\u0644\u0628\u062d\u062b \u062f\u0648\u0631 \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a (AI) \u0641\u064a \u0641\u062a\u062d \u0622\u0641\u0627\u0642 \u062c\u062f\u064a\u062f\u0629 \u0644\u0641\u0631\u0635 \u0639\u0645\u0644 \u0641\u064a \u0645\u062c\u0627\u0644 \u0627\u0644\u062c\u063a\u0631\u0627\u0641\u064a\u0627\u060c \u0645\u0639 \u0627\u0644\u062a\u0631\u0643\u064a\u0632 \u0639\u0644\u0649 \u0645\u0641\u0647\u0648\u0645 &#8220;\u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0627\u0644\u062c\u063a\u0631\u0627\u0641\u064a (GeoAI). . \u0648\u062a\u062a\u062c\u0644\u0651\u0649 \u0627\u0644\u0625\u0634\u0643\u0627\u0644\u064a\u0629 \u0627\u0644\u0631\u0626\u064a\u0633\u0629 \u0627\u0644\u062a\u064a \u064a\u0646\u0627\u0642\u0634\u0647\u0627 \u0627\u0644\u0628\u062d\u062b \u0641\u064a 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\u0627\u0644\u0628\u064a\u0627\u0646\u0627\u062a\u060c \u0646\u0642\u0635 \u0627\u0644\u0634\u0641\u0627\u0641\u064a\u0629 \u0641\u064a \u0627\u0644\u0646\u0645\u0627\u0630\u062c \u0627\u0644\u062d\u0633\u0627\u0628\u064a\u0651\u0629\u060c \u0641\u0636\u0644\u0627\u064b \u0639\u0646 \u0627\u0644\u062a\u062d\u062f\u064a\u0651\u0627\u062a \u0627\u0644\u0627\u062c\u062a\u0645\u0627\u0639\u064a\u0629 \u0627\u0644\u0645\u0631\u062a\u0628\u0637\u0629 \u0628\u0627\u0644\u0641\u062c\u0648\u0629 \u0627\u0644\u062a\u0643\u0646\u0648\u0644\u0648\u062c\u064a\u0629 \u0628\u064a\u0646 \u0627\u0644\u0645\u0646\u0627\u0637\u0642 \u0627\u0644\u0645\u062a\u0642\u062f\u0651\u0645\u0629 \u0648\u0627\u0644\u0646\u0627\u0645\u064a\u0629. \u064a\u0647\u062f\u0641 \u0627\u0644\u0628\u062d\u062b \u0625\u0644\u0649 \u0627\u0633\u062a\u0643\u0634\u0627\u0641 \u0625\u0645\u0643\u0627\u0646\u064a\u0627\u062a GeoAI \u0641\u064a \u062a\u0637\u0648\u064a\u0631 \u062a\u062e\u0635\u0651\u0635 \u0627\u0644\u062c\u063a\u0631\u0627\u0641\u064a\u0627\u060c \u0645\u0639 \u0627\u0644\u062a\u0631\u0643\u064a\u0632 \u0639\u0644\u0649 \u062a\u062d\u062f\u064a\u062f \u0627\u0644\u062a\u062d\u062f\u064a\u0651\u0627\u062a \u0627\u0644\u062a\u0642\u0646\u064a\u0629 \u0648\u0627\u0644\u0627\u062c\u062a\u0645\u0627\u0639\u064a\u0629 \u0627\u0644\u062a\u064a \u0642\u062f \u062a\u0639\u064a\u0642 \u062a\u0628\u0646\u0651\u064a\u0647 \u0639\u0644\u0649 \u0646\u0637\u0627\u0642 \u0648\u0627\u0633\u0639. \u0645\u0646 \u062e\u0644\u0627\u0644 \u0647\u0630\u0627 \u0627\u0644\u062a\u062d\u0644\u064a\u0644\u060c \u062a\u0628\u064a\u0651\u0646 \u0623\u0646 GeoAI \u064a\u0648\u0641\u0631 \u0641\u0631\u0635\u064b\u0627 \u0648\u0638\u064a\u0641\u064a\u0651\u0629 \u0643\u0628\u064a\u0631\u0629\u060c \u0648\u0644\u0643\u0646 \u0647\u0630\u0647 \u0627\u0644\u0641\u0631\u0635 \u062a\u0623\u062a\u064a \u0645\u0634\u0631\u0648\u0637\u0629 \u0628\u0636\u0631\u0648\u0631\u0629 \u0627\u0644\u062a\u063a\u0644\u0651\u0628 \u0639\u0644\u0649 \u062a\u062d\u062f\u064a\u0651\u0627\u062a \u0645\u062a\u0639\u0644\u0651\u0642\u0629 \u0628\u0627\u0644\u0642\u062f\u0631\u0627\u062a \u0627\u0644\u062d\u0627\u0633\u0648\u0628\u064a\u0629\u060c \u0648\u0627\u0644\u0634\u0641\u0627\u0641\u064a\u0629\u060c \u0648\u062d\u0645\u0627\u064a\u0629 \u0627\u0644\u0628\u064a\u0627\u0646\u0627\u062a. \u0648\u062e\u0644\u0635 \u0627\u0644\u0628\u062d\u062b \u0625\u0644\u0649 \u0623\u0646\u0651 GeoAI \u064a\u062d\u0645\u0644 \u0625\u0645\u0643\u0627\u0646\u064a\u0651\u0627\u062a \u0647\u0627\u0626\u0644\u0629 \u0644\u062f\u0641\u0639 \u0627\u0644\u062c\u063a\u0631\u0627\u0641\u064a\u0627 \u0646\u062d\u0648 \u0627\u0644\u0623\u0645\u0627\u0645\u060c \u0625\u0644\u0651\u0627 \u0623\u0646\u0651\u0647 \u064a\u062a\u0637\u0644\u0651\u0628 \u062d\u0644\u0627\u064b \u062c\u0630\u0631\u064a\u064b\u0627 \u0644\u0644\u062a\u062d\u062f\u064a\u0651\u0627\u062a \u0627\u0644\u062a\u0642\u0646\u064a\u0629 \u0648\u0627\u0644\u0623\u062e\u0644\u0627\u0642\u064a\u0629 \u0644\u0636\u0645\u0627\u0646 \u0627\u0644\u0625\u0641\u0627\u062f\u0629 \u0627\u0644\u0643\u0627\u0645\u0644\u0629 \u0645\u0646 \u0625\u0645\u0643\u0627\u0646\u064a\u0627\u062a\u0647 \u0641\u064a \u0627\u0644\u0645\u0633\u062a\u0642\u0628\u0644.\n<p><label style=\"font-weight: bold\"> \u0627\u0644\u0643\u0644\u0645\u0627\u062a \u0627\u0644\u0645\u0641\u0627\u062a\u064a\u062d:<\/label> GeoAI\u060c \u062c\u063a\u0631\u0627\u0641\u064a\u0627\u060c \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0625\u0635\u0637\u0646\u0627\u0639\u064a\u060c \u0641\u0631\u0635 \u0639\u0645\u0644\u060c \u062a\u062d\u062f\u0651\u064a\u0627\u062a <\/li>\n<li dir=\"ltr\" style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\"><label style=\"font-size: 18px;font-weight: bold;margin-bottom: 10px;text-align: left\">The role of artificial intelligence in creating job opportunities in the field of geography, considering its advantages and limitations. <\/label><br \/>\nThis research explores the role of Artificial Intelligence (AI) in opening new horizons for job opportunities in the field of geography, with a focus on the concept of Geospatial Artificial Intelligence (GeoAI). The main issue addressed by the research is how AI can effectively analyze complex geographical data while overcoming challenges related to data reliability and ethical concerns surrounding its use. The study hypothesizes that GeoAI can improve the accuracy of geographical analysis and create new jobs, such as geographic data analysts and smart city application developers. However, it is anticipated that this technology will also face obstacles such as data bias, lack of transparency in computational models, and social challenges related to the technological gap between developed and developing regions. The research aims to explore the potential of GeoAI in advancing the field of geography, with a focus on identifying the technical and social challenges that may hinder its widespread adoption. Through this analysis, it was found that GeoAI offers significant employment opportunities, but these opportunities are contingent on overcoming challenges related to computational power, transparency, and data protection. The research concludes that GeoAI holds immense potential to propel geography forward, but it requires a comprehensive solution to the technical and ethical challenges to ensure its full utilization in the future.<\/p>\n<p><label style=\"font-weight: bold\">Keywords:<\/label>GeoAI, Geography, Artificial Intelligent, Job opportunities, challenges\n<\/li>\n<\/ul>\n<\/ul><ul style='margin-top:0;margin-bottom:0'>\n<\/p><\/div>\n<div class=\"responsive-container\">\n    <span class=\"line\"><\/span><br \/>\n    <span class=\"text\" style=\"font-family: Arial, sans-serif; font-size: 40px; font-weight: bold; color: hsl(60, 40%, 30%); white-space: nowrap;\">\u0627\u0644\u062a\u0648\u0635\u064a\u0627\u062a<\/span><br \/>\n    <span class=\"line\"><\/span>\n<\/div>\n<div class=\"ritole\">\n<p class=\"title\" style=\"margin-bottom: 10px;\"> \u062c\u0644\u0633\u0629 \u0627\u0644\u062a\u0648\u0635\u064a\u0627\u062a <\/p>\n<p> \u0645\u0647\u0649 \u062c\u0631\u062c\u0648\u0631 \u0640\u0640 \u0632\u064a\u0646\u0628 \u0634\u0648\u0631\u0628\u0627<\/p>\n<p>\u0627\u0644\u0635\u0641\u062d\u0629 158-161<\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2025\/09\/%D8%AC%D9%84%D8%B3%D8%A9%20%D8%A7%D9%84%D8%AA%D9%88%D8%B5%D9%8A%D8%A7%D8%AA.pdf?_t=1756793956\">PDF<\/a><\/p>\n<\/div>\n<style>\n\/* Default styling for larger screens *\/\n\/* General styling *\/\n.responsive-container {\n    display: flex;\n    align-items: center;\n    justify-content: center;\n    gap: 10px; \/* Spacing between the text and the lines *\/\n}\n.line {\n    display: inline-block;\n    width: 200px; \/* Width of the red line *\/\n    height: 4px; \/* Height of the red line *\/\n    background-color: #CC5A5A; \/* Red color *\/<\/p>\n<p>}\n\/* Styling for small screens *\/\n@media (max-width: 768px) {\n    .responsive-container {\n       flex-direction: column; \/* Stack elements vertically *\/\n       align-items: center; \/* Center-align elements *\/\n        gap: 0; \/* Set no gap between the elements *\/\n        padding: 0;\n    }\n.line {\n        width: 50%; \/* Adjust line width for smaller screens *\/\n        margin: 0;<\/p>\n<p>    }\n.text {\n        font-size: 10px; \/* Optional: Reduce font size for smaller screens *\/\n         line-height: 1; \/* Adjust the space between the text and the lines *\/\n        margin: 0; \/* Adjust the space between the text and the lines *\/<\/p>\n<p>    }\n}\n<\/style>\n<p><center><\/p>\n<div style=\"margin-top: 10px; margin-bottom: 10px; font-size: 16px; border: 1px solid #ddd; padding: 2px 10px; box-shadow: 1px 1px 3px #999; -moz-box-shadow: 1px 1px 3px #999; -webkit-box-shadow: 1px 1px 3px #999; color: #b60000; width: 60px; display: flex; align-items: center; justify-content: center; background-color: #fff; border-radius: 4px; height: 30px;\">\n    <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"#b60000\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" style=\"vertical-align: middle; margin-right: 5px;\" width=\"22\" height=\"19\">\n      <path d=\"M1 12s4-8 11-8 11 8 11 8-4 8-11 8-11-8-11-8z\"><\/path>\n      <circle cx=\"12\" cy=\"12\" r=\"3\"><\/circle>\n    <\/svg><br \/>\n    <span style=\"font-size: 17px; 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