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University Students’ Attitudes and Perceptions towards AI Tools: Implications for Sustainable Educational Practices

Author

Listed:
  • Ajda Fošner

    (Faculty of Management, University of Primorska, Izolska vrata 2, 6000 Koper, Slovenia)

Abstract

The integration of artificial intelligence (AI) tools in educational settings offers significant opportunities to promote sustainability by transforming learning experiences. This study analyses the usage, attitudes, and perceptions of AI tools among university students in Slovenia providing a comprehensive analysis that informs both academic practices and policy-making with emphasis on sustainability. We used a structured questionnaire with a sample of 422 participants reflecting a diverse demographic profile across various fields of study. The questionnaire was designed to measure the frequency of AI tool usage, the purposes for which these tools are employed, and students’ attitudes and perceptions towards AI’s potential benefits and drawbacks in education. Statistical analyses, including Analysis of Variance (ANOVA), were utilized to test hypotheses concerning differences in AI tool usage based on the level and field of study. Findings reveal that students recognize the efficiency of AI, but express concerns about its impact on learning quality and academic integrity, emphasizing the need for a balanced and responsible integration of AI in education to achieve sustainable outcomes. Results indicated that a majority of students are engaging with AI tools, with varied frequencies of use largely dependent on their field of study and academic level. The findings suggest that while AI tools are becoming an integral part of the educational landscape in Slovenia, there is a critical need to address the educational, ethical, and psychological impacts of these technologies. The results highlight the necessity for further research into the educational implications of AI, suggesting a balanced and sustainable approach to integrating these technologies into higher education curricula. Such an approach ensures that the adoption of AI not only enhances learning outcomes but also aligns with the principles of sustainability, promoting long-term benefits for both education and society.

Suggested Citation

  • Ajda Fošner, 2024. "University Students’ Attitudes and Perceptions towards AI Tools: Implications for Sustainable Educational Practices," Sustainability, MDPI, vol. 16(19), pages 1-15, October.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:19:p:8668-:d:1493895
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    References listed on IDEAS

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    1. Aras Bozkurt & Abdulkadir Karadeniz & David Baneres & Ana Elena Guerrero-Roldán & M. Elena Rodríguez, 2021. "Artificial Intelligence and Reflections from Educational Landscape: A Review of AI Studies in Half a Century," Sustainability, MDPI, vol. 13(2), pages 1-16, January.
    2. Jörg Garrel & Jana Mayer, 2023. "Artificial Intelligence in studies—use of ChatGPT and AI-based tools among students in Germany," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.
    3. Chokri Kooli, 2023. "Chatbots in Education and Research: A Critical Examination of Ethical Implications and Solutions," Sustainability, MDPI, vol. 15(7), pages 1-15, March.
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