How do university students integrate AI into their learning processes?

Authors

DOI:

https://doi.org/10.31637/epsir-2024-707

Keywords:

artificial intelligence (AI) in education, AI tools in learning, AI regulation in academia, student perceptions of AI, frequency of AI use, surveys, higher education, student opinions

Abstract

Introduction: Following the irruption of artificial intelligence (AI) in the field of education, teaching is undergoing a process of change and adaptation. This study arises from the need to understand how university students integrate AI into their learning processes and what perceptions they have about its use and regulation. Methodology: Using an ad-hoc survey with closed-ended, Likert-scale and open-ended questions, information was collected from a casual sample of students. Data were analysed using exploratory statistical techniques. Results: The findings show that more than 94% of the respondents use AI, mainly in generating and translating texts and making presentations. Students value learning about AI to improve their job competitiveness, although opinions on its regulation vary: some prefer not to regulate it, while others suggest limiting its use or promoting non-automatable skills, such as creativity and critical analysis. Conclusions: The need for teacher training is highlighted, as well as the redesign of educational activities to integrate AI. This should be done from an ethical and complementary perspective, taking advantage of the potential of AI on the one hand and avoiding replacing student learning on the other.

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Author Biographies

Maja Barac, University of Valencia

Maja Barac is an economist with a degree from the University of Valencia (UV) and holds an official Master's in Industrial Economics, for which she was awarded an extraordinary prize. She completed her European doctorate with a thesis on competition and international strategies, receiving the distinction Summa cum laude. Her research career covers topics such as teaching innovation, with a special focus on ICT and gender perspective, household spending inequality, economic policy, and imperfect competition. She holds one research excellence award, has published in high-impact journals, and has actively participated in national and international conferences. With three five-year teaching periods, she has participated in and/or coordinated competitive teaching innovation projects integrating innovative teaching-learning technologies over the past 10 years and has held several academic management roles.

María Isabel López-Rodríguez, University of Valencia

With a degree in Mathematics and a PhD in Economics and Business (cum laude) from the University of Valencia, she has participated in and/or coordinated competitive teaching innovation projects since 2006/2007. Co-author of numerous academic books, she has taught quantitative subjects at the undergraduate, master's, and doctoral levels. She received the Teaching Excellence Award from the Social Council of the University of Valencia and the Department of Education of the Valencian Government in 2013. Her research focuses on education, income and social inequality, as well as Quality Management, with numerous publications and conference presentations in these fields. She has also collaborated in the preparation of the Input-Output Table and Regional Accounting for the Valencian Institute of Statistics.

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Published

2024-09-10

How to Cite

Barac, M., & López-Rodríguez, M. I. (2024). How do university students integrate AI into their learning processes?. European Public & Social Innovation Review, 9, 1–14. https://doi.org/10.31637/epsir-2024-707

Issue

Vol. 9 (2024)

Section

INNOVATING IN THE GALAXY OF ARTIFICIAL INTELLIGENCE

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Copyright (c) 2024 Maja Barac (Autor de Correspondencia); María Isabel López-Rodríguez

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