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Will AI Become a Threat to Higher Education Sustainability? A Study of Students’ Views

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  • Valery Okulich-Kazarin

    (Faculty of Social Sciences and Humanities, Humanitas University, 41-200 Sosnowiec, Poland
    Faculty of Social and Computer Sciences, National Louis University, 33-300 Nowy Sącz, Poland)

  • Artem Artyukhov

    (Faculty of Commerce, University of Economics in Bratislava, 852-35 Bratislava, Slovakia
    Institute of Public Administration and Business, WSEI University, 20-209 Lublin, Poland
    Academic and Research Institute of Business, Economics and Management, Sumy State University, 40-007 Sumy, Ukraine)

  • Łukasz Skowron

    (Faculty of Management, Lublin University of Technology, 20-618 Lublin, Poland)

  • Nadiia Artyukhova

    (Academic and Research Institute of Business, Economics and Management, Sumy State University, 40-007 Sumy, Ukraine)

  • Tomasz Wołowiec

    (Institute of Public Administration and Business, WSEI University, 20-209 Lublin, Poland)

Abstract

Universities started to use artificial intelligence (AI) tools to improve the quality of higher education services. However, the rapid adoption of AI tools in higher education (HE) may lead to sustainability issues. On the one hand, there are prerequisites for using AI tools to achieve Sustainable Development Goal 4 (SDG 4). On the other hand, as consumers of educational services (stakeholders), students have their own opinions about using AI in the educational process. The purpose of this study was to explore students’ opinions on the use of artificial intelligence tools in higher education. The authors analyzed student responses to the question: “Do you think AI threatens higher education in the next five years?” The authors formulated this question based on the definition of “a safe learning environment”, which is associated with a “safe” learning environment (SDG 4.3). The authors made use of a literature review, a bibliometric analysis of 5000 sources, a survey of 1104 students from eight universities in Eastern Europe through cloud technologies to host a special electronic questionnaire, statistical processing of questionnaires, and testing of statistical hypotheses. The authors formulated and tested two pairs of competing statistical hypotheses. Finally, the authors obtained three new scientific facts based on the respondents’ answers. New scientific facts were obtained using a standard level of statistical hypothesis testing (α = 0.05). The main scientific fact is that 10.17% to 35.42% of students think that Artificial Intelligence threatens higher education. According to student opinions, AI may hurt the sustainability of higher education (SDG 4.3). The authors are confident that new scientific facts help conceptualize and promote didactic theory and practice. The study results are needed to predict, plan, and implement organizational, pedagogical, and methodological measures aimed at SDG 4.3 through a “safe” learning environment while further expanding the use of AI in higher education.

Suggested Citation

  • Valery Okulich-Kazarin & Artem Artyukhov & Łukasz Skowron & Nadiia Artyukhova & Tomasz Wołowiec, 2024. "Will AI Become a Threat to Higher Education Sustainability? A Study of Students’ Views," Sustainability, MDPI, vol. 16(11), pages 1-19, May.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:11:p:4596-:d:1404237
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    References listed on IDEAS

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    1. Rifqi Muhammad & Peni Nugraheni, 2022. "Sustainability of Islamic Banking Human Resources Through the Formulation of an Islamic Accounting Curriculum for Higher Education: Indonesian Perspective," SAGE Open, , vol. 12(1), pages 21582440221, March.
    2. Joanne D. Worsley & Jacqueline M. Wheatcroft & Emma Short & Rhiannon Corcoran, 2017. "Victims’ Voices: Understanding the Emotional Impact of Cyberstalking and Individuals’ Coping Responses," SAGE Open, , vol. 7(2), pages 21582440177, May.
    3. Juana Alonso-Cañadas & Laura Saraite-Sariene & Federico Galán-Valdivieso & María del Carmen Caba-Pérez, 2023. "Green Tweets or Not? The Sustainable Commitment of Higher Education Institutions," SAGE Open, , vol. 13(4), pages 21582440231, December.
    4. Luo Yunjiu & Wei Wei & Ying Zheng, 2022. "Artificial Intelligence-Generated and Human Expert-Designed Vocabulary Tests: A Comparative Study," SAGE Open, , vol. 12(1), pages 21582440221, March.
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