Addressing Academic Uncertainty: Traditional Learning in the Middle East Versus Generative Artificial Intelligence in the Far East

November 2022 might be seen an academic turning point given the uncertainty many learners experienced using Generative Pre-trained Transformer. Research studies hold that learners were impacted by Generative Artificial Intelligence: ethics, values, knowledge, and assessment rubrics that had been systematically integrated were tested. This chapter explores the impact of generative artificial intelligence (AI) in terms of addressing academic uncertainty focusing on three information technology-related issues: Within their learning context, do learners in the Middle East have the same generative AI expectation as those in the Far East? Moreover, within their learning context, were learners in the Middle East as aware of the generative AI they experienced as those in the Far East? Third, within their learning context did graduate-level learners assess generative AI as the under-graduates did? To carry out this exploratory research, a Google survey was constructed similar to that applied in the Far East study. Data was drawn from convenience samples in universities in the Middle East and compared to that already administered in universities in the Far East. The results drawn reflected differences in generative AI learning and level of readiness. It should be noted that a number of limitations were met in terms of the convenience sample, the scope and depth of the questions within the survey, and the data drawn from the survey. Thus, the implications are calls for additional comparative research on applied generative AI in higher education institutions in the Middle and Far East.