2026· Zbornik Matice srpske za drustvene nauke· 0 citations· 30 references
TL;DR
The reflective and critical approach proposed in the paper could potentially mitigate the known negative effects on students’ cognitive development and autonomy, positioning AI as a tool that enhances, but does not replace, traditional teaching and learning processes.
Abstract
Artificial intelligence (AI) systems have become key actors in the production and dissemination of knowledge, and are now embedded in both students’ academic work and the scientific community at large. This paper examines the use of generative artificial intelligence in higher education, with particular emphasis on the institutional and normative frameworks in the Republic of Serbia that shape the possibilities and limitations of its application. It reviews relevant legislation, policies, and strategic documents, focusing on the questions of responsible and trustworthy AI use in teaching and learning processes. The analysis shows that the rapid technological development in this field has not been accompanied by an adequate level of institutional adaptation. Instead, current legislation, by-laws, and university regulations delegate decisions on the responsible, ethical and secure use of AI to individual interpretation and the personal attitudes of those involved in the teaching process. Furthermore, these regulatory frameworks rest on the assumption that the use of AI systems in higher education leads to the formation of a so-called “creative population”. The paper critically interrogates this assumption by addressing the very notion of creativity and the cognitive processes involved in using generative AI. The consequences of using AI in higher education relate to issues of authorship, originality, and the risk of overreliance on technological systems in tasks traditionally grounded in human ingenuity. By addressing these issues, the paper seeks to offer a new perspective on the fundamental dilemmas accompanying the integration of AI into the university context, as well as to identify key aspects of future educational policies and practices. The reflective and critical approach proposed in the paper could potentially mitigate the known negative effects on students’ cognitive development and autonomy, positioning AI as a tool that enhances, but does not replace, traditional teaching and learning processes.
The paper deals with the theoretical analysis of the role and importance of artificial intelligence in the modern educational system, with a special focus on its functional, pedagogical and ethical implications within the teaching process. Starting from the conceptual-theoretical definition of artificial intelligence as a complex, interdisciplinary phenomenon, its position as one of the key determinants of the transformation of education in the 21st century is indicated, whereby its influence includes technological, didactic-methodical and social dimensions. The paper analyzes the application of artificial intelligence in education through the prism of personalization of the teaching process, adaptive learning and automation of administrative and evaluative activities, thus enabling the optimization of educational outcomes and increasing the efficiency of the teaching system. Special emphasis is placed on the role of intelligent systems and chatbots as didactic tools that contribute to the development of interactive, self-regulatory and research-oriented learning, while at the same time questioning their epistemological reliability and pedagogical validity. Furthermore, the application of artificial intelligence in the field of foreign language learning and machine translation is considered, emphasizing its contribution to the improvement of linguistic competence and intercultural communication, but also the limitations arising from insufficient understanding of the semantic-pragmatic context. A special segment of the work is devoted to the analysis of ethical challenges, including issues of privacy protection, data security, algorithmic bias and normative regulation of the use of these systems in education. By looking at the aforementioned theoretical and practical aspects, artificial intelligence is confirmed as a significant factor in the improvement of the educational process, while its effective implementation depends on an integrative approach that involves harmonizing technological innovations with pedagogical principles and ethical-normative frameworks of modern society.
Modern higher education is in a phase of active digital transformation, the key driver of which is the widespread penetration of AI technologies. Powerful AI services, moving from the category of highly specialized tools to the category of mass educational products, are radically changing the academic practices of students. This process is ambivalent: on the one hand, AI opens up unprecedented opportunities for personalizing learning and improving academic efficiency, and on the other hand, it creates serious challenges related to maintaining academic integrity, developing critical thinking and emotional intelligence of students. The lack of empirical research devoted to real-world practices of using AI tools in an educational context, as well as their complex impact on the cognitive and emotional sphere of students determine the relevance of the research topic.
The scientific issue of the study is caused by the contradiction between the rapid implementation of AI technologies into the daily lives of students and the lack of a scientifically sound systematization of real practices of their use in educational activities, which makes it difficult to assess the impact of these practices on students’ academic effectiveness and the transformation of educational strategies, the disclosure of the main advantages and risks, the identification of key motives for the use of AI in educational and academic activities, and the analysis of the potential impact on the educational process. This issue is complex and requires further empirical verification on representative samples.
The results of a sociological study aimed at studying the AI technologies implementation into the academic practice of major Russian universities students are presented. Based on a survey of students (N = 189), the level of awareness, frequency and purpose of using AI services, and their impact on academic performance are analyzed. The consumption model identified in this sample, dominated by universal platforms, and the positive perception by students of the educational effect of AI confirm its transformative potential as a possible tool for personalized educational support and the formation of critical digital competencies.
Artificial intelligence is emerging as a central axis in the transformation of higher education in Latin America; however, its responsible integration requires strong institutional policies, context-sensitive training programs, and critical pedagogical approaches that preserve essential human dimensions such as reflection, creativity, and social responsibility.
R. Rivas-Huaman, Javier Ortega, Reynaldo Cutipa-Luque et al.· Multidisciplinary Reviews· 0 citations
Artificial Intelligence (AI) has taken a central role in contemporary educational transformations, reshaping pedagogical practices, interaction patterns, and learning processes. This paper discusses the theoretical foundations, potentialities, and ethical risks of AI use in education, drawing on authors such as Córdova (2025), Eubanks (2018), Williamson (2021), and Freire (1996). It analyzes the ambivalence between the benefits of personalized learning and the dangers of datafication, teacher autonomy loss, and algorithmic bias reproduction. The research follows a qualitative approach based on bibliographic review and critical reflection, seeking to understand how AI, while promoting inclusion and efficiency in education, also risks reducing the formative process to the logic of automation. The study concludes that the ethical and humanized incorporation of AI requires conscious pedagogical mediation and the critical training of teachers and students, ensuring that technology serves human emancipation rather than subordination.
Gustavo Garcia de Amo· Revista E-Tech Tecnologias p...· 0 citations
Due to great advancements in technology, the 21st century has been turned into an
era of digital revolution where the Artificial Intelligence emerged in more and more
fields of activity, including education and the teaching and studying of foreign
languages. The present paper adopts an exploratory approach based on the analysis
of current AI tools which may be used in the ESP instruction by teachers and students
to mark a transformative shift towards a successful and meaningful process of
language acquisition. It relies on both personal teaching experience and the
perspective of students majoring in Electrical Engineering at the University of
Craiova, Romania when it comes to the use of AI platforms to improve their knowledge
of the language. The AI-driven tools which provide context-specific language
instruction offer instant feedback, domain-specific interactions, the prospect of
autonomous practice, premises for an efficient teaching and learning process. Yet, a
successful integration of AI depends on pedagogical, ethical and practical factors.
Diana Marcu· ANALELE UNIVERSITĂȚII DIN CR...· 0 citations
The paper analyzes key directions of AI integration into educational practice, including adaptive learning systems, intelligent tutoring, automated assessment, and personalized learning pathways, and contributes to the development of a structured approach to integrating artificial intelligence into higher education.
Нурлан Серикович Мукатаев –, Zh.Zh, T. K. Bagisov⃰ et al.· Bulletin of Shakarim Univers...· 0 citations
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