IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v17y2025i17p7567-d1729905.html
   My bibliography  Save this article

Digital Trust in Transition: Student Perceptions of AI-Enhanced Learning for Sustainable Educational Futures

Author

Listed:
  • Aikumis Omirali

    (School of Digital Technologies, Narxoz University, Almaty 050035, Kazakhstan)

  • Kanat Kozhakhmet

    (Office of the President, Narxoz University, Almaty 050035, Kazakhstan)

  • Rakhima Zhumaliyeva

    (Institute of Digital Transformation and Artificial Intelligence, Narxoz University, Almaty 050035, Kazakhstan)

Abstract

In the context of the rapid digitalization of higher education, proactive artificial intelligence (AI) agents embedded within multi-agent systems (MAS) offer new opportunities for personalized learning, improved quality of education, and alignment with sustainable development goals. This study aims to analyze how such AI solutions are perceived by students at Narxoz University (Kazakhstan) prior to their practical implementation. The research focuses on four key aspects: the level of student trust in AI agents, perceived educational value, concerns related to privacy and autonomy, and individual readiness to use MAS tools. The article also explores how these solutions align with the Sustainable Development Goals—specifically SDG 4 (“Quality Education”) and SDG 8 (“Decent Work and Economic Growth”)—through the development of digital competencies and more equitable access to education. Methodologically, the study combines a bibliometric literature analysis, a theoretical review of pedagogical and technological MAS concepts, and a quantitative survey ( n = 150) of students. The results reveal a high level of student interest in AI agents and a general readiness to use them, although this is tempered by moderate trust and significant ethical concerns. The findings suggest that the successful integration of AI into educational environments requires a strategic approach from university leadership, including change management, trust-building, and staff development. Thus, MAS technologies are viewed not only as technical innovations but also as managerial advancements that contribute to the creation of a sustainable, human-centered digital pedagogy.

Suggested Citation

  • Aikumis Omirali & Kanat Kozhakhmet & Rakhima Zhumaliyeva, 2025. "Digital Trust in Transition: Student Perceptions of AI-Enhanced Learning for Sustainable Educational Futures," Sustainability, MDPI, vol. 17(17), pages 1-25, August.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:17:p:7567-:d:1729905
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/17/17/7567/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/17/17/7567/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Sandra Saúde & João Paulo Barros & Inês Almeida, 2024. "Impacts of Generative Artificial Intelligence in Higher Education: Research Trends and Students’ Perceptions," Social Sciences, MDPI, vol. 13(8), pages 1-19, August.
    2. Ufuoma Chima Apoki & Aqeel M. Ali Hussein & Humam K. Majeed Al-Chalabi & Costin Badica & Mihai L. Mocanu, 2022. "The Role of Pedagogical Agents in Personalised Adaptive Learning: A Review," Sustainability, MDPI, vol. 14(11), pages 1-17, May.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Oana Mariana Ciuchi & Laura Emilia Șerbănescu & Ciprian Mihai Dobre & Bogdan Gabriel Georgescu & Bogdan Dumitru Țigănoaia & Petrișor Laurențiu Țucă, 2024. "The Impact of Student Evaluation of Teaching Staff on Enhancing the Quality of Teaching in Higher Education in Romania," Sustainability, MDPI, vol. 16(23), pages 1-17, November.
    2. Mustafa Cevikbas & Gabriele Kaiser, 2022. "Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study," Sustainability, MDPI, vol. 14(18), pages 1-19, September.
    3. Wadim Strielkowski & Veronika Grebennikova & Alexander Lisovskiy & Guzalbegim Rakhimova & Tatiana Vasileva, 2025. "AI‐driven adaptive learning for sustainable educational transformation," Sustainable Development, John Wiley & Sons, Ltd., vol. 33(2), pages 1921-1947, April.
    4. Dr. Varsha Parikh & Ms. Jigyasha Deka, 2025. "Unlocking Potential: Systematic Review of Generative AI in Higher Education," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(5), pages 5513-5525, May.
    5. Lin Xiao & How Shwu Pyng & Ahmad Fauzi Mohd Ayub & Zhihui Zhu & Jianping Gao & Zehu Qing, 2025. "University Students’ Usage of Generative Artificial Intelligence for Sustainability: A Cross-Sectional Survey from China," Sustainability, MDPI, vol. 17(8), pages 1-20, April.
    6. Ziyang Huang & Xuan Fu & Jiajia Zhao, 2025. "Research on AIGC-Integrated Design Education for Sustainable Teaching: An Empirical Analysis Based on the TAM and TPACK Models," Sustainability, MDPI, vol. 17(12), pages 1-29, June.
    7. Hyun Yong Ahn, 2024. "AI-Powered E-Learning for Lifelong Learners: Impact on Performance and Knowledge Application," Sustainability, MDPI, vol. 16(20), pages 1-20, October.
    8. Sara Sáez-Velasco & Mario Alaguero-Rodríguez & Sonia Rodríguez-Cano & Vanesa Delgado-Benito, 2025. "Students’ Attitudes Towards AI and How They Perceive the Effectiveness of AI in Designing Video Games," Sustainability, MDPI, vol. 17(7), pages 1-13, March.

    More about this item

    Keywords

    ;
    ;
    ;
    ;
    ;
    ;
    ;
    ;
    ;

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:17:y:2025:i:17:p:7567-:d:1729905. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.