Reporting the potential risk of using AI in higher Education: Subjective perspectives of educators

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F25%3A50022409" target="_blank" >RIV/62690094:18450/25:50022409 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S2451958825001083?via%3Dihub" target="_blank" >https://www.sciencedirect.com/science/article/pii/S2451958825001083?via%3Dihub</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.chbr.2025.100693" target="_blank" >10.1016/j.chbr.2025.100693</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Reporting the potential risk of using AI in higher Education: Subjective perspectives of educators

Popis výsledku v původním jazyce

This study explores the potential risks associated with the use of AI in higher education, based on the views of university teachers from the Czech Republic and Iraq. A total of 40 respondents, including 28 females and 12 males aged between 32 and 54, participated in the study. All participants were university teachers specializing in EFL, psychology, ITC, and foreign languages, and they reported using the internet and AI daily or several times a week for their professional activities. The qualitative research, grounded in a phenomenological approach, involved guided interviews that were recorded, transcribed, and analyzed using LIWC-22 software to identify common themes and sentiments. The findings reveal significant concerns about privacy risks, academic integrity, and the validity of AI-generated data. Respondents expressed fears over data misuse, unauthorized access, and the potential for AI to facilitate plagiarism and undermine critical thinking. While AI is seen as beneficial for personalized learning and language training, there are apprehensions about its impact on the role of teachers and the potential for job displacement. The study also highlights the limitations of AI in replicating human interaction and addressing students&apos; emotional and behavioral engagement. Overall, the sentiment among respondents is predominantly negative, with calls for ethical guidelines, critical evaluation, and the preservation of human elements in education. The research underscores the need for further studies involving larger and more diverse samples, including students, to comprehensively understand the implications of AI in education.

Název v anglickém jazyce

Reporting the potential risk of using AI in higher Education: Subjective perspectives of educators

Popis výsledku anglicky

This study explores the potential risks associated with the use of AI in higher education, based on the views of university teachers from the Czech Republic and Iraq. A total of 40 respondents, including 28 females and 12 males aged between 32 and 54, participated in the study. All participants were university teachers specializing in EFL, psychology, ITC, and foreign languages, and they reported using the internet and AI daily or several times a week for their professional activities. The qualitative research, grounded in a phenomenological approach, involved guided interviews that were recorded, transcribed, and analyzed using LIWC-22 software to identify common themes and sentiments. The findings reveal significant concerns about privacy risks, academic integrity, and the validity of AI-generated data. Respondents expressed fears over data misuse, unauthorized access, and the potential for AI to facilitate plagiarism and undermine critical thinking. While AI is seen as beneficial for personalized learning and language training, there are apprehensions about its impact on the role of teachers and the potential for job displacement. The study also highlights the limitations of AI in replicating human interaction and addressing students&apos; emotional and behavioral engagement. Overall, the sentiment among respondents is predominantly negative, with calls for ethical guidelines, critical evaluation, and the preservation of human elements in education. The research underscores the need for further studies involving larger and more diverse samples, including students, to comprehensively understand the implications of AI in education.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Computers in Human Behavior Reports

ISSN

2451-9588

e-ISSN

—

Svazek periodika

18

Číslo periodika v rámci svazku

May

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

10

Strana od-do

"Article Number: 100693"

Kód UT WoS článku

001495131700002

EID výsledku v databázi Scopus

2-s2.0-105005013372