Assessing the impact of Artificial intelligence (AI) on digital training in the Egyptian banking sector | ||
| مجلة راية الدولية للعلوم التجارية | ||
| Volume 4, Issue 14, July 2025, Pages 519-554 PDF (750.84 K) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/rijcs.2025.390426.1334 | ||
| Author | ||
| dr.Sally Kamel Ali Omran* | ||
| Assistant Professor, Business Administration Department, Faculty of Commerce, Cairo University, Giza, Egypt. | ||
| Abstract | ||
| The rapid digital transformation in Egypt’s banking sector is driven by the need for enhanced efficiency, innovation, adaptability, and customer service. This shift also highlights the critical role of employee training in sustaining competitive advantage and ensuring effective operations. As artificial intelligence (AI) technologies become increasingly integrated into digital training environments, it is essential to evaluate their actual influence on learning outcomes and workforce development. This study assess the impact of AI on digital training, including content design, implementation efficiency, evaluation processes, employee skill development and overall training effectiveness. For validating the proposed model and the developed research hypotheses, a cross sectional simple random sample (384 participants) was drawn from the Egyptian banking sector in Egypt. Results of the study revealed a strong, positive, and statistically significant relationship between AI and digital training aspects. Additionally, the combined effect of AI technologies accounts for 92.6 % of variation in digital training. Furthermore, the study asserts on the strategic importance of integrating AI in developing human capital, especially in rapidly evolving sectors like banking. Finally, the study provided a set of recommendations and action plan that can lead to effective and dynamic learning experience. | ||
| Keywords | ||
| Artificial intelligence (AI); Digital training; Digital training stages; Designing digital training content; Digital training implementation; Digital training evaluation; Digital training competencies and skills of trainers; Digital training effectiveness | ||
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