The Role of Artificial Intelligence (AI) in Shaping the Educational Capital of Students at the University of Rzeszów: A Comparison with Traditional Teaching

Purpose: The purpose of this article is to explore the potential of artificial intelligence used in higher education and to identify the challenges and benefits associated with its implementation in the academic environment in Poland. Particular attention was paid to the impact of AI on the educational process of students, in the context of an analysis of its cooperation with the traditional teaching model implemented by a human teacher. Design/Methodology/Approach: In order to achieve the research objectives, the theoretical part of the study employed a literature analysis using the narrative review method and critical analysis of scientific sources. In the empirical part, a quantitative approach was adopted using the diagnostic survey method. The research tool was the author’s survey questionnaire, made available electronically through the Google Forms platform. The survey covered full-time and part-time students of the University of Rzeszów. The analysis focused on the perception of the use of AI tools in education, their impact on the development of competences, the level of acceptance and the relationship between AI and traditional academic teaching. In addition, the analyses made use of reports and databases collected by Google Scholar and ResearchGate, as well as reports and analyses taking into account the Polish context (e.g. stat.gov.pl, Randstad.pl). Findings: Students perceive artificial intelligence as a useful support in everyday educational tasks, especially where speed and efficiency matter. For complex tasks, such as dissertations or assessments, they approach AI with more caution. Respondents appreciate AI mainly in teaching technical skills and as an aid to language learning, but are sceptical about its role in teaching soft skills. They emphasise the irreplaceable function of the teacher in shaping relationships and values. The most preferred form of learning appears to be a hybrid model, combining digital technologies with direct didactic contact. Practical implications: In the context of the implementation of artificial intelligence in academic education, it is necessary to adopt a balanced, responsible approach, adjusted to the specificities of higher education institutions. It is advisable to develop a hybrid model, combining traditional teaching with AI capabilities, while maintaining the role of the teacher as mentor and guide. The implementation of AI should be done in a phased and transparent manner, taking into account the opinions of students and staff. Raising users’ awareness of the technology’s possibilities and limitations through workshops and practical activities is also of key importance. The greatest potential for the application of AI lies in the teaching of technical and hard skills, while for languages and soft skills it should have a supporting function. Originality/Value: The originality of the article consists in conducting an empirical study on the role of artificial intelligence in shaping the educational capital of students in Poland in relation to the traditional model of teaching implemented by a human teacher, which was verified both through a literature review and empirical research conducted among students of a selected university. The results make a unique contribution to the literature on the subject and provide practical recommendations for educational policy.