Artificial intelligence in higher education

Student perspectives on practices, challenges, and policies in a transitional context

Dados Bibliográficos

ID22166389
AutoresBashkim Çerkini (University for Business and Technology), Kaltrina Bajraktari (0000-0002-2525-1063, AAB College), Blerina Çibukçiu (University of Prishtina, autor correspondente), Fehmi Ramadani (University of Prishtina), Fakije Zejnullahu (University for Business and Technology), Lulzim Hajdini (University of Prishtina)
Ano2025
Volume10
Data de publicação2025-12-18
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoFrontiers in Education (JOURNAL)
Identificadores do periódicoISSN: 2504-284X • E-ISSN: 2504-284X
EditoraFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2025.1700056
OpenAlexW4417449193
IdiomaEN
Citações recebidas1
Referências citadas29

This study explores the integration of Artificial Intelligence (AI) in higher education, with a particular focus on Kosovo’s transitional educational system. It investigates the students’ perceptions, the challenges they encounter, and institutional policies related to the AI use in learning practices. This research employed a mixed-methods design, including both quantitative and qualitative data. The qualitative data were assessed through thematic analysis, while quantitative data were processed using Statistical Method using SPSS. A questionnaire was designed based on SATAI (Student Attitudes Toward Artificial Intelligence) and Student Perspectives on AI in Higher Education: Student Survey, to gain insights into students’ perspectives. A total of 554 students participated from public and private universities in Kosovo. The results indicated a significant positive correlation between AI and positive students’ attitudes ( r = 0.813, p < 0.001)–students who used AI often tended to view it positively and use it more. Conversely, students who lacked AI training and experience reported significant challenges in use. Furthermore, the findings revealed that positive perceptions of institutional policies are associated with increased AI use ( B = 0.13, p < 0.001). However, gender and age differences didn’t have a significant influence on attitudes and the use of AI. The overall results highlight the critical need to construct clear policies, comprehensive and effective training to maximize the benefits of AI in the academic context

Focus group · Perception · Qualitative property · Qualitative research · Thematic analysis · AI in Service Interactions · Artificial Intelligence in Healthcare and Education · Ethics and Social Impacts of AI