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When Artificial Intelligence Tools Meet “Non-Violent” Learning Environments (SDG 4.3): Crossroads with Smart Education

Author

Listed:
  • 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

    (Institute of Public Administration and Business, WSEI University, 20-209 Lublin, Poland
    Faculty of Commerce, University of Economics in Bratislava, 852-35 Bratislava, Slovakia
    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

    (Faculty of Commerce, University of Economics in Bratislava, 852-35 Bratislava, Slovakia
    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

This paper continues the series of publications of our interdisciplinary research findings at the crossroads of higher education sustainability (SDG 4.3), smart education, and artificial intelligence (AI) tools. AI has begun to be used by universities to increase the quality of higher educational services. AI tools are expected to help university teachers in the teaching process. Students also use AI to help them complete their tasks. At the same time, AI may threaten Sustainable Development Goal 4 (SDG 4). In particular, this is a “blank spot” in the study of AI and non-violent learning environments (SDG 4.3). The aim of the study was to verify competing statistical hypotheses. To achieve this aim, the authors used modern, economically sound methods. The authors processed the responses of 1102 students from eight Eastern European universities using a special electronic questionnaire. The authors statistically processed the student survey results and then tested a pair of conflicting statistical hypotheses. The authors adopted a standard level (α = 0.05) of hypothesis checking. Testing statistical hypotheses led to obtaining two statistically substantiated new scientific facts: (1) The requirement for “non-violent” learning environments does not meet some students’ needs. (2) The number of these students can be up to 31.94%. Summary: The new scientific facts are helpful for further developing world pedagogical theory and practice. They are the basis for forecasting and preparing for managerial actions aimed at SDG 4.3.

Suggested Citation

  • Valery Okulich-Kazarin & Artem Artyukhov & Łukasz Skowron & Nadiia Artyukhova & Tomasz Wołowiec, 2024. "When Artificial Intelligence Tools Meet “Non-Violent” Learning Environments (SDG 4.3): Crossroads with Smart Education," Sustainability, MDPI, vol. 16(17), pages 1-21, September.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:17:p:7695-:d:1471403
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    References listed on IDEAS

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    1. Borja Bordel & Pilar Mareca, 2019. "New Teaching and Learning Methodologies in the Smart Higher Education Era, A Study Case, Wikipedia," International Journal of Technology and Human Interaction (IJTHI), IGI Global, vol. 15(2), pages 70-83, April.
    2. 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.
    3. Cristina Tripon & Iulia Gonța & Aurelia Bulgac, 2023. "Nurturing Minds and Sustainability: An Exploration of Educational Interactions and Their Impact on Student Well-Being and Assessment in a Sustainable University," Sustainability, MDPI, vol. 15(12), pages 1-18, June.
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