2025· Andragoske studije· pp. 85-113· 0 citations· 31 references
TL;DR
The findings indicate that faculty most frequently use AI in research and course preparation, and less commonly in teaching and assessment, and differences in faculty's beliefs are associated with the frequency and domains of AI use, professional development and institutional support.
Abstract
The rapid development of artificial intelligence (AI) has been significantly influencing the transformation of higher education, with faculty playing a key role in this process. Previous research has largely focused on students, while the perspectives of university faculty in Serbia remain underexplored. Drawing on the understanding of beliefs as key predictors of behaviour, this study examines faculty beliefs about AI and the factors shaping them. The study was conducted on a sample of 125 educators working at eight higher education institutions in Serbia. The findings indicate that faculty most frequently use AI in research and course preparation, and less commonly in teaching and assessment. A gap was identified between theoretical reflections and faculty's actual beliefs about AI's potential. While faculty recognise AI's contribution to efficiency and the development of students' digital competencies, they remain neutral regarding its role in core aspects of teaching and assessment. Differences in faculty's beliefs are associated with the frequency and domains of AI use, professional development and institutional support.
The rapid advancement of technology requires teachers to adapt to this change. Artificial intelligence (AI) is increasingly being used in education and is gaining influence. Therefore, examining teachers' attitudes toward AI is important for the effective integration of technology. This study investigates the attitudes of English teachers in Türkiye toward AI. Using qualitative descriptive research design, participants were first asked to provide written definitions of AI. Subsequently, four focus group discussions were conducted to explore their perceptions in greater depth. Thematic analysis revealed three main themes: teachers’ perceptions of AI, teachers’ attitudes toward AI, and factors shaping these attitudes. Participants defined AI as human-like intelligence and highlighted its potential for personalized learning and material development. However, factors such as lack of knowledge, curriculum intensity, and time constraints limit the use of AI. During the process, it was observed that some teachers' attitudes became more positive as they became aware of their lack of knowledge. The findings show that teachers' attitudes are directly related to their level of knowledge. In this regard, it is recommended that teachers' digital literacy be improved through in-service training and that more flexible curricula and time support be provided.
This study presents an abductive analysis of interview data from 13 Finnish teachers involved in national AI education development projects and conceptualises a potential synergy between the domains where students' self‐determined, informed engagement with AI is placed at the centre of educational efforts in AI education.
Janne Fagerlund, Pekka Mertala, Jukka Lehtoranta et al.· Journal of Computer Assisted...· 0 citations
The rapid advancement of Artificial Intelligence (AI) has led to its widespread adoption in highereducation. A growing body of research has examined its educational implications, includingeffects on learning and academic integrity. Building on this literature, this paper investigateshow students’ orientations toward learning, effort, and ethics relate to their use of AI inacademic contexts. The study was conducted on a sample of 115 undergraduate and graduatebusiness students using a structured questionnaire. Data were analyzed using Chi-squaretests and Cramer’s V coefficients. The results reveal significant relationships betweenstudents’ orientations and AI use. Students who prioritize efficiency, minimal effort, and finaloutcomes are more likely to use AI frequently, trust its outputs without verification, and rely onit for assignments. Likewise, students with more tolerant attitudes toward unethical academicbehavior are more likely to use AI as a shortcut in academic tasks. In contrast, students whovalue the learning process, theoretical knowledge, and academic integrity are more likely tocritically evaluate AI-generated content and consult additional sources. The findings suggestthat AI acts primarily as an amplifying tool rather than an independent driver of academicbehavior, reflecting pre-existing attitudes toward learning and ethics.
Aleksandar Vučković, Ernest Vlačić, A. Davidovic· Notitia· 0 citations
Artificial intelligence (AI) has the potential to enhance learning and increase student participation, yet its incorporation in teaching depends heavily on teachers’ perceptions. This study draws on a survey of 285 teachers to explore their perspectives on the use of AI in education for students with special educational needs. Using statistical analyses and summative content analyses, the results revealed that 15.8% of teachers reported using AI in their schools, while only 7.4% felt confident in their ability to use it. Although current use is limited and familiarity with AI remains low, teachers acknowledge its potential to support student learning and enable innovative teaching practices. However, they also express concerns about equity and the credibility of AI tools, indicating a hesitation to fully embrace AI in the classroom. These findings highlight the importance of targeted professional development to equip teachers with the competencies needed to incorporate AI into their practice.
Annika Käck, Helena Hemmingsson, Joacim Ramberg et al.· Journal of Special Education...· 0 citations
The study found that AI-focused professional development significantly enhanced faculty knowledge and comfort with AI integration among the 100 faculty members who participated in the study, and revealed a critical gap in ethical AI knowledge.
Jaime Januse, S. Jindal, Stephen Gregoire· AI-Enhanced Learning· 0 citations
The widespread use of Generative Artificial Intelligence tools among students across different educational levels is reshaping students’ attitude and education experience. They use it in various fields, including idea generation, writing assistance, and content creation. This study investigates the impact of the Modern Digital Skills course offered by the University of Jordan on students' digital literacy in Generative Artificial Intelligence. The study will employ a quantitative approach by conducting pre- and post-course surveys to measure changes in students' knowledge, skills, and attitudes across approximately 1,000 undergraduates from different majors at the university. Key variables include students' understanding of Generative Artificial Intelligence, their confidence in using Generative Artificial Intelligence tools, and their ability to critically evaluate AI-generated content and its ethical implications. The findings will determine whether the course significantly enhances students' knowledge, proficiency, critical thinking, and ethical awareness, while also exploring challenges and opportunities in integrating such a course into the academic curriculum. Ultimately, this study aims to provide insights for curriculum committees and decision-makers at universities in Jordan and the Middle East, emphasizing the importance of designing educational programs that foster essential Artificial Intelligence competencies and prepare students for a professional landscape increasingly shaped by Artificial Intelligence technologies.
Esra Alzaghoul, A. Assaf, Tahani Al-Khatib et al.· International Journal of Mod...· 0 citations