Aug 2026· Studies in Media and Communication· Vol 14, pp. 191· 0 citations· 28 references
TL;DR
High overall technology acceptance is demonstrated, driven primarily by prior AI training and graduate-level studies, which revial a crucial gap between student enthusiasm and institutional preparation, offering an empirical foundation for modernizing journalism curricula in transitional media environments.
Abstract
The rapid integration of Artificial Intelligence (AI) into modern newsrooms presents both structural challenges and transformative possibilities for media education. Grounded in the Technology Acceptance Model (TAM), this study which was conducted at the beginning of 2025, explores early reactions towards using of AI, empirically investigates how Georgian journalism students perceive, evaluate, and adopt AI tools within their academic and professional workflows. Based on a stratified sample of N=318 students across major Georgian universities (78.5% completion rate), inferential statistics ( -tests and path analysis) were conducted to test hypotheses regarding gender, degree level, and prior technical training. The findings demonstrate high overall technology acceptance, driven primarily by prior AI training ( ) and graduate-level studies ( ). Gender differences yielded no statistically significant variation in perceived ease of use. These results revial a crucial gap between student enthusiasm and institutional preparation, offering an empirical foundation for modernizing journalism curricula in transitional media environments.
This qualitative study examines the perspectives of in-service teachers regarding the integration of Artificial Intelligence (AI) into educational settings. A purposive sampling framework combining criterion and snowball sampling strategies was employed, semi-structured interviews were conducted with 23 in-service teachers. Data were analyzed through content analysis. The analysis revealed three themes: teachers’ current digital practices, AI acceptance and integration of AI. The findings showed that teachers currently use digital technologies for various pedagogical purposes and have also begun using AI technologies in educational settings. Also, teachers perceived AI as useful because of easier access to information, time efficiency, decision-making support, personalized feedback, and professional development. However, they also expressed pedagogical and ethical concerns regarding student overreliance, academic dishonesty, the potential misuse of AI, data security, and the digital divide. The results indicate that, given the multifaceted nature of AI technologies successful AI integration requires specific teacher competencies, particularly critical AI literacy and ethical awareness competencies. Findings also suggest that successful integration requires practical, subject-specific training for both in-service and pre-service teachers, training for students, family engagement, and financial support. This study provides insights into how teachers use AI technologies, their perceptions of required competencies, the challenges and concerns they perceive. Limitations and suggestions for future research are also discussed.
Feray Uğur Erdoğmuş· Participatory Educational Re...· 0 citations
Different disciplinary differences emerged: students in language-focused disciplines exhibited cautious attitudes regarding AI’s influence on authorship and creativity, whereas those in technical sciences generally regarded AI as a neutral assistant with minimal concern for ethical or cognitive implications.
A. Kereibayeva, Fariza Abdraimova, T. Toktarova et al.· AI@DTESI· 0 citations
Generative artificial intelligence (GenAI) is transforming assessment practices in higher education, offering opportunities for efficiency and personalization while raising concerns related to academic integrity, fairness, and responsible use. Understanding how different users perceive and engage with GenAI is essential, particularly within rapidly advancing digital contexts such as the United Arab Emirates (UAE).
This study investigates students' and instructors' perceptions of GenAI integration in assessment and examines the relationships among perceived usefulness, perceived ease of use, perceived risk, attitudes, and responsible use, including the moderating role of user type.
An explanatory sequential mixed‐methods design was employed. Quantitative data were collected from 193 participants (163 students and 30 instructors) using a validated survey instrument. Correlation, regression, mediation, and moderation analyses were conducted, complemented by qualitative thematic analysis of open‐ended responses.
Findings revealed significant positive relationships among all constructs. Perceived usefulness and ease of use were combined into a higher‐order Technology Acceptance Model construct that strongly predicted attitudes. Perceived risk significantly influenced both attitudes and responsible use, emerging as the strongest predictor of responsible behaviour. Attitude partially mediated the relationship between technology acceptance and responsible use. User role significantly moderated this relationship, with a stronger effect observed among instructors. Qualitative findings indicated generally positive but cautious attitudes, highlighting concerns about over‐reliance, accuracy, and academic integrity, alongside a continued intention to use GenAI.
GenAI adoption in assessment is shaped by a balance between perceived benefits and risk awareness. The findings highlight the importance of promoting responsible use through clear policies, training, and assessment design, offering practical implications for integrating GenAI within higher education systems.
Fatima Salem Al Mohsen, Areej Elsayary· Journal of Computer Assisted...· 0 citations
The study explores the paradigm shift in education brought about by the introduction of generative artificial intelligence (AI) tools, focusing on educational stakeholders’ self-reported perceptions rather than observed changes in teaching or learning outcomes. We consider stakeholders’ views on AI-based technologies within the teaching–learning process. The current study uses a cross-sectional empirical survey design with a sample of N = 917 respondents, including teachers, students, administrators, and management. It examines the use of advanced AI technologies such as ChatGPT, Gemini, DeepSeek, and Grok, and stakeholders’ perceived connection between digital skills and classroom performance, student motivation, and critical thinking. We also discuss the ethical dilemmas and structural challenges that accompany this digital change. Inferential statistics, such as One-Way ANOVA and the Pearson Chi-Square test, show statistically significant differences in perceptions and regulatory expectations across organizational responsibilities. The findings contribute to understanding how advanced digitalization is perceived to reshape traditional academic roles, offering practical insights for creating effective, responsible, and sustainable teaching practices.
This cross-sectional study explores the perceptions and interactions of gifted students regarding Artificial Intelligence (AI) applications in learning. Through purposive sampling, 60 students from Kolej PERMATA@Pintar Negara, UKM were involved to evaluate their level of understanding, practical skills, and the relationship between the two. The analysis revealed that the students' understanding of AI is high (M = 3.88), while their practical skills are at a moderate level (M = 3.42). A Pearson Correlation analysis indicated a significant positive relationship between AI knowledge and application skills (r = 0.391, p < 0.05). Additionally, ANOVA testing confirmed a significant difference in AI application skills based on the students' programming proficiency levels. In conclusion, a balanced educational ecosystem is crucial to optimize AI innovation while maintaining academic integrity and the well-being of gifted students.
Ahmad Ameer Aizat Ahmad Zamri, A. A. Karim, Mohd Jasmy Abd Rahman· International journal of res...· 0 citations
This study explored the perceptions of 80 first-year college students regarding the use of artificial intelligence as a learning tool in Purposive Communication. Using a mixed-methods approach, the research integrated quantitative survey data and qualitative responses to provide a comprehensive understanding of students’ experiences and attitudes. The quantitative component examined the extent to which students perceived AI as beneficial in relation to efficiency, comprehension and communication skills. Meanwhile, the qualitative data provided deeper insights into students’ reflections, highlighting both the advantages and concerns associated with AI use. Findings revealed that students generally viewed artificial intelligence as a supportive academic resource that enhanced productivity and facilitated clearer expression of ideas. Many participants reported that AI tools assisted in organising thoughts, improving grammar and simplifying complex concepts. However, the results also indicated concerns related to overreliance and ethical considerations, particularly in relation to academic integrity and independent learning. These concerns suggest that while AI offers educational benefits, its use may also present challenges if not properly guided. The triangulation of findings underscores the dual role of AI in education as both an enabler of learning and a potential source of dependency. The study emphasises the importance of responsible and guided integration of AI tools within instructional contexts. It further highlights the need for clear institutional policies and the development of students’ critical awareness when using such technologies. Overall, the research contributes to the growing discourse on artificial intelligence in education by presenting empirical evidence from the perspective of first-year college students, thereby informing future pedagogical practices and policy development.
Jefferson J. Acala· Asian Journal of Education a...· 0 citations
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