Abstract

This study investigates the role of educational policies based on artificial intelligence (AI) tools in developing intellectual capital within universities. Quantitative approach, the research focuses on academic and administrative staff as the target population, which consisted of (104) employee, a random sample of (46) employee were chosen to answer the questionnaire. The study examines whether variables such as gender, academic qualification, nature of work, and years of experience influence perceptions regarding AI-based educational policies. The findings indicate a moderate overall role of AI-driven policies in enhancing intellectual capital. Furthermore, the results reveal no statistically significant differences across the examined demographic and professional variables. The study highlights the importance of standardizing AI policy implementation, promoting professional development, and ensuring equitable access to AI tools for all staff. The findings provide guidance for university administrators and policymakers to design effective AI strategies that foster knowledge creation, innovation, and sustainable intellectual capital development.