Education and Artificial Intelligence

This study aimed to explore the effects of using artificial intelligence (AI) technologies in higher education institutions in UAE on students and faculty members. Through designing a survey on Google Form and adopting a descriptive analytical approach, the intended goals were met. This survey employs the five point Likert scale and includes two main parts. The first part collects data about (gender, name of the university, and academic rank). The second part targets two areas. The first area is the effects of using AI technologies in higher education institutions in UAE on students and the second area is the effects of using AI technologies on faculty members. The researchers shared the survey link on several WhatsApp groups that target faculty members in eight universities in UAE. The survey was filled by 244 faculty members. Thus, the purposive sampling method was used. SPSS program was used for conducting an analysis for the collected data. It was found that using AI technologies in higher education institutions in UAE has positive effects on students and faculty members. In terms of students using AI technologies develops the critical thinking, research, critical thinking and time management skills of students.

The article substantiates the effectiveness of implementing health‐preserving technologies in higher education institutions based on the principles of pedagogical modeling. The prospects of integrating these technologies into the educational process to design a health‐preserving educational environment in higher education institutions have been studied. It has been demonstrated that modern higher education institutions face the necessity of providing optimal conditions for student learning and development, which include not only academic training but also the support of physical and mental health. It has been established that health‐preserving technologies are an integral component of professional training, contributing to the improvement of higher education quality. The implementation of these technologies based on pedagogical modeling enables the creation of a systematic approach to fostering healthy habits and ensuring a supportive educational environment. Health‐preserving technologies (HPT) are considered a comprehensive set of methods, tools, and approaches aimed at supporting and enhancing individuals' physical, mental, and social health in various environments, including educational institutions. In the context of higher education, HPT encompasses a wide range of tools integrated into the educational process, administrative functions, and the overall institutional environment to create favorable conditions forstudent learning and development. Health‐preserving technologies (HPT) are defined as systematically implemented measures and innovations aimed at preventing negative health impacts, enhancing physical activity, improving psychological well‐being, and promoting the social welfare of students. A classification of HPT is proposed, grouping them into ergonomic, psychological, social, and informational categories. The functions of HPT in higher education have been identified as follows: prevention of occupational diseases and stress, enhancement of academic performance, development of self‐regulation skills, creation of a supportive educational environment, and facilitation of social integration and interaction. It has been demonstrated that the implementation of HPT in higher education institutions should be based on clearly defined principles, including systematicity, individualization and adaptability, comprehensiveness, preventive orientation, innovativeness, ethicality, and confidentiality. Pedagogical modeling has been explored as a methodological foundation for integrating HPT into the educational process of Ukrainian higher education institutions. It has been determined that the use of modeling enables the creation of educational frameworks that consider the physiological, psychological, and social health aspects of higher education learners. This approach not only prevents occupational diseases and stress but also fosters the development of self‐regulation skills and a responsible attitude toward personal health. The integration of health‐preserving technologies into the educational process based on pedagogical modeling is an essential step toward ensuring the sustainable development of higher education institutions. This integration creates favorable conditions for student learning and development, promotes their physical and mental well‐being, and enhances the overall effectiveness of the educational process.

Background: Generative Artificial Intelligence (AI), particularly large language models like ChatGPT, has rapidly entered medical education. In pharmacology instruction within MBBS programs, these AI tools offer novel educational benefitsfrom ondemand tutoring to personalized learningbut also pose risks due to "hallucinations, " i. e., AI -generated misinformation. Objective: This review explores how generative AI is being integrated into pharmacology education, the educational advantages it provides, the nature and causes of AI hallucinations, and the potential risks of relying on inaccurate AI -generated content in medical learning. Mitigation strategies, best practices, case examples, ethical considerations, and future directions are discussed to inform balanced and safe use. Methods: A literature review was conducted focusing on recent (2020-2025) peer -reviewed sources and authoritative reports on generative AI in medical and pharmacology education. Results: Generative AI can enhance pharmacology education through adaptive learning, rapid information access, and interactive simulations, which students have found useful for studying and clinical preparation. However, AI hallucinationsplausible -sounding yet incorrect answersare common, with studies reporting a substantial fraction of AI -generated medical responses containing errors. These inaccuracies can mislead learners and threaten patient safety if not recognized. Strategies such as careful validation of AI -provided information, AI literacy training, and technical approaches (e. g. retrieval -augmented generation) are identified to mitigate risks. Conclusions: Generative AI holds significant promise in medical pharmacology education by augmenting learning and engagement. Yet, educators and students must remain vigilant about AI hallucinations. A balanced approachleveraging AI's benefits while implementing safeguards and ethical guidelinesis essential to ensure that AI becomes a reliable adjunct in pharmacology education rather than a source of misinformation. Ongoing research, policy development, and training are needed to fully realize generative AI's potential in medical education while minimizing its risks.

The article examines the current state of legal regulation of the use of artificial intelligence technologies in the education system with a focus on protecting the rights of students, teachers and other participants of the educational process. In the context of global digitalization and active implementation of intelligent technologies, the issues of ensuring transparency of algorithms, protection of personal data, and guaranteeing non-discriminatory access to educational services and resources are of particular relevance. Artificial intelligence opens up new opportunities in education: from personalizing curricula and adaptive learning to automating knowledge assessment, introducing virtual and augmented reality, expanding the possibilities of inclusive education, and big data analytics for effective management of educational institutions. Such innovations help to improve the quality of education, promptly identify problem areas in the learning process, and improve interaction between participants in the educational environment. At the same time, they require increased attention from the state in terms of legal guarantees, transparency of decision-making by artificial intelligence systems, and respect for basic human rights. The author analyzes Ukrainian legislation and international legal acts, in particular the General Data Protection Regulation (GDPR), the European Artificial Intelligence Act (AI Act), UNESCO recommendations and other strategic documents that define approaches to the regulation of digital technologies. It is noted that the legal mechanisms available in Ukraine do not yet fully take into account the specifics of the impact of artificial intelligence on the educational environment, which necessitates a comprehensive modernization of legal regulation with due regard for international experience. The authors emphasize the need to adapt the best international practices, develop ethical standards, introduce mandatory audit of algorithms, and establish independent institutions for the protection of the rights of participants in the educational process. It is concluded that only an effective, modern and balanced legal policy can guarantee the safe, ethical and fair use of artificial intelligence in the educational sphere.

Artificial intelligence technologies have transformed the education sector and require the introduction of new teaching and learning practices, the development of artificial intelligence courses, and educational research. The aim of the study is to analyse regulatory documents in the context of introducing artificial intelligence technologies into the educational process and to determine the trajectory of preparing students for the use of artificial intelligence technologies. The article analyses current approaches to integrating artificial intelligence technologies into the educational process of higher education institutions and their impact on the development of digital competence among students. The challenges, opportunities and risks of using artificial intelligence technologies in education are identified, and international and Ukrainian regulatory documents governing the introduction of artificial intelligence are outlined, in particular the UNESCO framework, the European Commission’s ethical recommendations on the use of artificial intelligence for educators, the European Strategy for Artificial Intelligence in Science, and the Concept of Artificial Intelligence approved in Ukraine. The need to create a regulatory and ethical framework for the implementation of artificial intelligence technologies in educational institutions is emphasised. Based on an analysis of regulatory documents and best practices, a conceptual technology for integrating artificial intelligence technologies into the educational process has been developed, which includes target, technological, content-methodological, ethical, and performance-evaluation components. The trajectory of training students to use artificial intelligence technologies in their professional activities and the experience of introducing the academic discipline ‘Artificial Intelligence Technologies’ are presented. The necessity of forming in students a conscious, safe and responsible use of artificial intelligence tools, the development of critical thinking and the development of strategies for educational institutions in the context of using artificial intelligence technologies is substantiated. The study showed that the use of artificial intelligence contributes to the high-quality organisation of the educational process, the improvement of teaching methods, and the development of future-oriented critical thinking skills in students.

Artificial General Intelligence is the idea that someday an hypothetical agent will arise from artificial intelligence (AI) progresses, and will surpass by far the brightest and most gifted human minds. This idea has been around since the early development of AI. Since then, scenarios on how such AI may behave towards humans have been the subject of many fictional and research works. This paper analyzes the current state of artificial intelligence progresses, and how the current AI race with the ever faster release of impressive new AI methods (that can deceive humans, outperform them at tasks we thought impossible to tackle by AI a mere decade ago, and that disrupt the job market) have raised concerns that Artificial General Intelligence (AGI) might be coming faster that we thought. In particular, we focus on 3 specific families of modern AIs to develop the idea that deep neural networks, which are the current backbone of nearly all artificial intelligence methods, are poor candidates for any AGI to arise due to their many limitations, and therefore that any threat coming from the recent AI race does not lie in AGI but in the limitations, uses, and lack of regulations of our current models and algorithms. This article appears in the AI & Society track.

Generative artificial intelligence is rapidly transforming the educational process and the scientific work of students, lecturers, researchers and administrators of higher education institutions. There are limited and contradictory recommendations for the use of artificial intelligence in the educational process and in the educational programmes of higher education institutions. To define the scope of AI application, there is a need to develop institutional policies for higher education institutions, which will allow the academic community to determine the appropriate scope of AI application in the educational process and prevent the use of AI in areas where ethical norms are violated. The purpose of the article is to summarise and systematise the experience of forming institutional policies for the application of artificial intelligence in education, training and research in higher education institutions using the experience of Kherson State University. The article presents the developed institutional policies for students, lecturers and researchers with recommended and not recommended initiatives for the use of AI in the educational process and research at Kherson State University. The purpose of these institutional policies was to create an inclusive environment of modern digital tools for involving of lecturers of non-professional specialties and define the framework for the use of artificial intelligence in education, teaching, and research of all subjects (participants) of educational activity. The recommendations are aimed at empowering all participants to select educational components creatively and at improving the efficiency of the educational process and research activities through the use of AI tools. Issues requiring further research regarding generative platforms lie in three thematic areas: knowledge base; transparency and ethics; digital transformation of organizations and societies. It is also relevant to create an educational environment that encourages the interaction and dissemination of positive practice of digital transformation of all participants of the educational process.

Artificial Intelligence (AI) and Information and Communication Technology (ICT) are reshaping educational approaches to sustainability and climate action, fostering environmentally responsible attitudes among students. The study seeks to find how the integration of Artificial Intelligence and Information and Communication Technology in Higher Education Institutions (HEIs) affects the promotion of sustainability and climate action among students and the extent to which these technologies enhance student engagement with sustainability concepts, facilitate diverse perspectives on climate issues and contribute to the overall reduction of the carbon footprint of educational institutions. Many academic institutions struggle to effectively integrate these technologies into their curricula, which may hinder the potential to engage students in meaningful ways regarding sustainability and climate action. Educators can personalise learning by utilising AI-driven analytics and ICT tools, making sustainability concepts more engaging. AI can assess learning patterns to deliver tailored content that highlights environmental stewardship, while ICT provides access to global resources, allowing students to explore climate issues from diverse perspectives. Smart technologies like IoT devices and virtual learning platforms are crucial for reducing the carbon footprint of educational institutions. Online learning minimises the need for physical infrastructure, reducing travel-related carbon footprints. By incorporating these technologies into curricula, institutions can cultivate a generation of informed, environmentally-conscious citizens. This study employs a qualitative approach to evaluate AI and ICT’s impact on promoting sustainability in university education. Data were collected through interviews with students and lecturers. Students reported increased engagement through AI-enhanced platforms. Lecturers indicated that the universities that use IoT energy monitoring reduce energy consumption. Recommendations include investing in lecturer training for AI and ICT integration, developing interdisciplinary curricula focused on sustainability, improving IoT infrastructure for energy management, encouraging cross-departmental collaboration on climate issues, and promoting student participation in sustainability-focused research projects. These steps can significantly enhance educational strategies and foster student commitment to climate action.

Статья посвящена исследованию условий и современных трендов развития высшего образования в России. Авторами определены основные субъекты экзогенной среды, воздействующие на высшее образование, содержание оказываемого ими воздействия в 2013–2019 гг. В результате теоретических и аналитических исследований проблем развития высшего образования авторы пришли к выводам о необходимости учёта влияния внешних и внутрисистемных факторов на развитие организаций высшего образования. Особую актуальность тема исследования приобретает в условиях цифровизации образовательной среды, которая трансформирует национальные и мировой рынок образовательных услуг. Introduction. The relevance of research into the learning environment and the modern trends of Russian higher education is determined by the increasing importance of the quality of human capital in education, further development of the national economy, the requirement to mitigate new threats in the global educational environment, the contradictory evaluation of the development conditions in the global education environment, which altogether determine the development of the national education system. In this regard, it is necessary to investigate the causes of dynamic changes in the system, to determine the composition of subjects initiating changes in the sphere of education, to describe the content of these initiatives and their consequences. The purpose of current research is to identify the tools, which could reduce the impact of adverse factors on the system of higher education with due consideration of the development conditions and the modern trends in higher education. These tools are meant to be used when making and implementing effective strategic decisions at different levels of education management. Goals and objectives. In the framework of the current research the authors have 1) reviewed the approaches of national and international scholars to the assessment of trends in higher education development; carried out a comparative analysis of quantitative indicators of higher education development in Russia in 2013 and 2019; analyzed the impact of exogenous environment subjects in the Russian higher education system in 2013-2019; assessed the use of information and communication technologies in higher education institutions in Russia; and identified tools meant to reduce the impact of negative factors on the higher education system. The official statistical data (Rosstat, 2013 - 2019) served as the source information for the problem analysis. As a result of research the authors have expanded understanding of the trends and prospects for the development of the Russian higher education system and the national market of educational services, taking into account the opportunities and threats caused by globalization of world economy and digitalization of educational environment. The authors have assumed that both internal and external factors should be taken into account. The subjects of the exogenous environment, their impact on the higher education system have been identified and the content of impacts in 2013 -2019 has been determined. The authors also assessed the combination of state regulation in the system of higher education development as a tool for reducing the adverse impact of demographic factor and the activity of higher education institutions on the national and international education market. Conclusion. The trends and tendencies in higher education development revealed in research, as well as the impact of exogenous environment subjects on the system and their content characteristics should be taken into consideration when forecasting the development of the higher education system, making managerial decisions at different levels of education management based on innovations.

This chapter examines how Higher Education Institutions (HEIs) are developing governance frameworks to address ethical and responsible deployment of Artificial Intelligence (AI), particularly Generative AI (GenAI). Through a qualitative study of institutional documents, departmental guidelines, and course-level policies at the University of Lethbridge, it identifies key themes such as academic integrity, transparency, and the balancing of ethical considerations with operational efficiency. The establishment and objectives of an AI Policy Working Group (AIPWG) are detailed, highlighting stakeholder collaboration to develop adaptive policies responsive to rapidly advancing AI technologies. Main findings indicate variability in AI policy across academic disciplines, creating potential confusion regarding ethical AI use among students and faculty. The chapter proposes a multitiered governance framework incorporating institutional guidelines aligned with Responsible Management Education (RME) principles—emphasizing ethics, accountability, and sustainability—alongside discipline-specific and course-level policies. It concludes by advocating for international cooperation and continuous stakeholder engagement to refine AI governance, ensuring responsible and ethical integration that aligns with educational values and promotes critical thinking.

The rapid development in technology has provided the globalization and to facilitate the exchange of information. The importance of tertiary education has been increasing due to its contribution for development plan’s manpower requirements in quality and quantity. Developments in information systems and technology have provided significant opportunities for higher education institutions. In this research; the implementation and development of information systems and technology in higher education institutions are chosen as a problem in comparison with global scale and taking into account the development of proposals. In this context; the developed countries’ higher education institutions’ were examined, after then universities’ information systems and technologies’ current status and degree of functionality are compared, and finally the proposals were developed. For this purpose; higher education institutions’ level of readiness for e-transformation, information technologies’ contribution to today's class and on the quality of education in shaping the contribution of higher education to shape the future and global competition ready workforce, the growing importance of information technologies on distance learning and on lifelong learning, higher education institutions’ role, and contribution to development of information technology, and the contribution of the envisaged objectives of the development plan.

Purpose This study investigates higher education institutions’ intent to allow faculty to adopt artificial intelligence, leading to the achievement of various United Nations’ sustainable development goals (SDGs). Design/methodology/approach This study distributes questionnaires digitally to Egyptian universities during March 2024, as the country hosted the 27th Conference of the Parties of the UN Climate Change Conference (COP-27); 405 questionnaires are analyzed, using the statistical package for social science, version 26. Findings This study finds that AI can enhance higher education institutions’ role in achieving certain UN-SDGs. To encourage AI adoption among faculty members, higher education institutions need the technology to be perceived as useful and easy (to enhance teaching and learning, conduct assessments and feedback, and support course administration and management). AI is perceived as useful due to job relevance, output quality, subjective norms and result demonstrability; AI is perceived as easy because of employees’ self-efficacy, computer anxiety level and external control. Practical implications AI is a meaningful enabler for higher education institutions to achieve SDGs. There is a wide range of AI applications to choose from in terms of campus operations (related to research, teaching, learning and university management). AI leads to education opportunities, personalize education processes, develop intelligent tutoring systems, etc. (SDG 4 quality education). AI has the capacity to achieve carbon reductions and reduce energy consumption (SDG 7, 9 and 12- sustainable behavior and consumption). Originality/value The novelty of this study lies in its holistic and comprehensive understanding of the multifaceted drivers for AI adoption in curriculums in higher education institutions, providing valuable insights into aspirations and concerns toward AI as a significant toolset to accelerate and enhance the implementation of the UN-SDGs.

The article is devoted to the analysis and research of innovative methods of teaching students in the conditions of the development of the information technology industry. Actual problems of professional training of specialists in the conditions of the development of the information society are analyzed and ways of their solution are investigated. Analyzed the role of information technology in higher education institutions. Currently, the main directions in the educational process are the use of automated systems and complexes, expert systems and decision support systems, the development of information technologies on the use of information technologies for modeling various objects and processes. The types of innovative teaching methods using modern technologies have been studied. At this stage they use powerful personal computers, new information and telecommunication technologies. The features of hardware and software for educational purposes are investigated. One of the special means of training is accessibility, the speed of obtaining knowledge at a convenient time, the possibility of an individual rate of knowledge acquisition. The directions of the use of information technology in the educational environment are substantiated.

The integration of artificial intelligence (AI) in education has the potential to revolutionize teaching and learning, particularly in the development of students’ critical thinking skills. This study explores science instructors' familiarity, perceptions, and experiences with using AI to enhance students' critical thinking skills, as well as the level of institutional support for AI integration in teaching. A quantitative survey was conducted among 20 science instructors from higher education institutions in Isabela, Philippines. The findings reveal that while instructors acknowledge AI's potential to improve educational outcomes, there is a significant gap in formal AI training and literacy among educators. Positive correlations were found between AI literacy, AI integration, and critical thinking development, suggesting that as AI literacy increases, AI integration and enhancement of critical thinking skills also increase. Regression analysis identified AI integration as a significant predictor of critical thinking development. Challenges remain in the effective implementation of AI, including concerns about overreliance on AI-generated responses and the need for clear assessment guidelines. Interestingly, years of teaching experience did not significantly influence participants’ AI literacy, perceptions, or integration. This study highlights the importance of developing comprehensive AI literacy programs for educators and integrating AI into curriculum structures to balance AI-enhanced learning with human-centered pedagogy. These findings emphasize the need for thoughtful implementation and ongoing research to effectively leverage AI in promoting critical thinking skills in science education.

The features of digital tools and educational platforms are considered. It is noted that the Google Workspace for Education package has all the necessary functionality for the implementation of distance learning in full. The use of Digital Tools Google in the educational process at Lutsk National Technical University has been analyzed in accordance with the ranking method. It was determined that teachers most often use Google Drive to store information in cloud storage and co-edit documents (84 % of respondents), and Google Meet – to organize lectures remotely (72 % of respondents). Most teachers consider it possible to transfer lectures and consultations to a remote format, but it is advisable to conduct practical classes in a classroom layout, which involves face-to-face communication between teachers and students and the use of university educational equipment. A functional scheme of organization of training with the help of digital tools Google has been suggested. Its use is recommended both for personal purpose in the design of the discipline, and for conducting trainings for improving teaching skills. Digital applications for organizing the educational process, preparing educational material, conducting lectures, practical classes and evaluating academic achievements have been specified. The final stage is reflection, as a result of which the teacher makes changes to the organization and content of the educational process as for certain discipline, and the student can adjust the personal level of knowledge and skills. A SWOT analysis of the use of digital technologies in higher education institutions was carried out (on the example of Lutsk National Technical University). The number of identified strength indicators according to the outlined criteria is much greater, which is a sign of the viability and prospects of digital technologies in the implementation of the educational process in the surroundings of today’s challenges. The weak side is the lag in the digital competence of teachers from the rapid development of digital technologies. The main threats in the present and future are related, in our opinion, to two factors. The first is financial, since insufficient state funding of educational institutions significantly complicates the widespread use of licensed software products. The second factor is internal, personal, due to the low motivation of teachers (especially older ones) to develop and improve e-teaching skills.