Artificial intelligence (AI) in Ukrainian Higher Education: A Comprehensive Study of Stakeholder Attitudes, Expectations and Concerns
Abstract
This study examines stakeholders’ attitudes toward Artificial intelligence (AI) tools in Ukrainian higher education institutions, employing a comprehensive mixed-methods approach. The research combines qualitative focus group discussions, which involved a diverse range of participants, and a quantitative survey questionnaire distributed to a sizeable cohort. The quantitative data reveals a noteworthy trend, with a majority of stakeholders expressing positive attitudes toward AI integration, emphasising its potential for personalised learning and real-time feedback. This positive sentiment, however, is tempered by identified concerns, notably surrounding the accuracy of AI-generated content. The study establishes a connection with existing literature, affirming the widespread acceptance and benefits of AI in education. For a more nuanced understanding, a detailed breakdown of these quantitative results sheds light on the extent and distribution of stakeholder attitudes and concerns. Moreover, the qualitative component delves deeper into stakeholders’ perspectives, capturing the richness of their expressions. Concrete examples and direct quotes from participants in focus group discussions provide a qualitative dimension to the study’s findings, offering insights into the nuances of stakeholders’ viewpoints. To address these concerns, the research emphasises the need for tailored intervention plans, focusing on content quality, ethical implications and comprehensive training. These recommendations are rooted in a thorough analysis of both quantitative and qualitative data, providing practical insights for policymakers and institutions. In particular, the study highlights the importance of inclusive decision-making and targeted communication strategies, recognising role-based and age-related variations among stakeholders. By adopting a holistic approach to AI integration and acknowledging the interrelationships between attitudes, perceptions, expectations and concerns, this research provides a comprehensive guide for effectively leveraging AI while addressing associated concerns in higher education institutions.
https://doi.org/10.26803/ijlter.23.1.20
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