International Journal of Science Annals, Vol. 7, No. 2, 2024 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa SOCIAL AND BEHAVIORAL SCIENCES. Education REVIEW ARTICLE Benefits and Challenges of Using Artificial Intelligence by Stakeholders in Higher Education Author’s Contribution: A – Study design; Pypenko I. S.1 ABDEF B – Data collection; C – Statistical analysis; 1 Kharkiv Regional Public Organization “Culture of Health”, Ukraine D – Data interpretation; 2 Scientific Research Institute KRPOCH, Ukraine E – Manuscript preparation; F – Literature search; Received: 21.11.2024; Accepted: 23.12.2024; Published: 25.12.2024 G – Funds collection Abstract Background and The benefits and challenges of using artificial intelligence (AI) in higher Aim of Study: education are discussed. This has been the subject of a great deal of discussion among the general public and in the academic periodicals. The aim of the study: to specify the benefits and challenges of using AI in academic university teaching based on a review of periodical research, and to develop a classification of directions for the use of artificial intelligence in higher education for interacting stakeholders. Material and Methods: The present study used a number of theoretical methods: analysis, synthesis, comparison, generalisation, systematisation to define the benefits and challenges of the use of AI by stakeholders; classification and modelling to develop a classification of directions for the use of AI in higher education. Results: It highlights the key benefits and challenges of using AI in academic university teaching that stakeholders face. Classification of directions of AI use in higher education is developed. The following four criteria are highlighted: content of education; forms and methods of teaching; diagnosing of learning outcomes; administering of educational services. Conclusions: AI offers exciting new prospects for its application in higher education, but there are also many concerns about its rapid development First and foremost, there are the issues of the ethical and legal implications of using AI in higher education. The results of the study are important for stakeholders involved in developing strategies for the use of AI in higher education. The need to increase digital literacy and prepare all higher education institutions for the intensive process of information technology development in the coming years is highlighted. Keywords: artificial intelligence, higher education, benefits of artificial intelligence, challenges of artificial intelligence, stakeholders in higher education. Copyright: © 2024 Pypenko I. S. Published by Archives of International Journal of Science Annals DOI: https://doi.org/10.26697/ijsa.2024.2.7 Conflict of interests: The author declares that there is no conflict of interests Peer review: Double-blind review Source of support: This research did not receive any outside funding or support Information about Pypenko Iryna Sergiivna – https://orcid.org/0000-0001-5083-540X; the author: iryna.pipenko@gmail.com; Doctor of Philosophy in Economics, Affiliated Associate Professor, Secretary of Board, Kharkiv Regional Public Organization “Culture of Health”; Scientific Research Institute KRPOCH, Ukraine. 28 International Journal of Science Annals, Vol. 7, No. 2, 2024 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa Introduction The rapid evolution of artificial intelligence (AI) is concluded that blockchain technology can be applied to becoming a topic of discussion among the general public solve problems of efficiency, effectiveness, privacy and in the scientific literature. Education systems, control, technological improvement and others. It particularly higher education, were among the first to should also be noted that despite the positive aspects of see the prospects of using AI in the educational process. blockchain, some researchers (Loukil et al., 2021) argue In the present study, we define the term AI as computer that several concerns continue to undermine its adoption systems, various AI technologies and applications, in education, such as legal, immutability and scalability intelligent learning systems, chatbots, robotic and issues. automated assessment systems that support and enhance Next, we will look in more detail at artificial intelligence education. technologies, which also have advantages and some We look in detail at the benefits and challenges of using serious disadvantages. This has generated widespread AI to train future professionals in higher education, and controversy among scholars, which continues to be the use of AI by students, teachers, and employers. debated at conferences, on the pages of journals and in The aim of the study. To specify the benefits and other media. challenges of using AI in academic university teaching Let us first consider the ethical and legal aspects of based on a review of periodical research, and to develop artificial intelligence in higher education. Previous a classification of directions for the use of artificial periodicals (Al-Zahrani & Alasmari, 2024) have largely intelligence in higher education for interacting pointed to the need to pay attention to ethical stakeholders. considerations and recommendations for AI implementation, highlighting the urgent need to address Materials and Methods issues such as privacy, security and bias. In the present study, we used internet resources to search A meta-review by Bond et al. (2024), which examined for information based on the main concepts of AI in the extent and nature of AI research in higher education, education, and analysed previous studies and reviews of identified research gaps. There is a need for more periodicals. Studies published in scientific journals in a ethical, methodological and contextual considerations in given field covered the following scientometric bases: future research, as well as interdisciplinary approaches Google Scholar. Education Resources Information to the application of AI in higher education. Center (ERIC), Social Science Citation Index (SSCI), Airaj (2024) proposes a human-centred approach to the MDPI. use of AI in higher education that promotes equitable For the review, we selected English-language research access to knowledge while respecting privacy and studies on the use of AI in higher education that were ethics. Discussed through the lens of third generation published in reputable scientific peer-reviewed journals activity theory, which explores the interaction between within the last 5 years. three activity systems in higher education: AI teachers, We used a search string that specified such selection human teachers and students. criteria: “artificial intelligence”, “higher education”, Abulibdeh et al. (2024) state that AI-based chatbots have “artificial intelligence technologies”, “blockchain the potential to be integrated into education. However, technology”, “ethics and legal of artificial intelligence”, they argue that this raises ethical issues that require, “AI-based Chatbots”, “benefits AI in higher education”, among other things, a review of curricula, continuing “challenges AI in higher education”, “stakeholders in education strategies and compliance with industry higher education”. standards. A number of theoretical methods were used in the Several studies have identified different approaches to present study: analysis, synthesis, comparison, addressing the legitimacy of AI use that stakeholders in generalisation, systematisation to define the benefits and higher education may face. At their core, however, they challenges of the use of AI by stakeholders; relate to issues of AI licensing, which is an important classification and modelling to develop a classification legal tool. The study conducted by Malgier and Pasquale of directions for the use of AI in higher education. (2024) focuses on the issues of regulating AI through licensing. Such licensing should be applied to many Results and Discussion high-risk areas of AI. The authors believe that “without Changes have never been so swift as nowadays. In just proper assurances that the abuse of AI has been a few years, higher education has been significantly foreclosed, citizens should not accede to the large-scale digitised and enriched with new information application of AI now underway”. Ex-ante licensing of technologies. Some of them open up fundamentally new large-scale AI use should become commonplace in possibilities, namely blockchain technology and jurisdictions committed to enabling democratic artificial intelligence technologies. governance of AI (Malgier & Pasquale, 2024). The implementation of blockchain technology in Melnyk and Pypenko (2023), exploring the legitimacy education has been considered in numerous studies. of using AI-based chatbots in scientific research, Researchers (Bhaskar et al., 2021; Melnyk & Pypenko, proposed a new method for indicating the involvement 2020; Pypenko & Melnyk, 2020; Raimundo et al., 2021) of AI and the role of chatbots in a scientific publication. have studied the challenges and benefits of blockchain Researchers (Melnyk & Pypenko, 2023) have developed technology in different areas of education. They have a basic logo that can be used to signify chatbots’ 29 International Journal of Science Annals, Vol. 7, No. 2, 2024 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa participation and contribution to publications. For reliability, technical capability, and applicability in practical applications, the authors have designed and different contexts. implemented an information technology platform AIC Chan and Zary (2019) noted that the main application of AI Chatbots (https://doi.org/10.26697/ai.chatbots), AI in medical education is to support learning, due to its which provides technological solutions related to the use ability to provide personalised feedback. However, the of AI-based chatbots (text, images, videos) in scientific lack of digitisation and the sensitive nature of research and publications. examinations has limited the use of AI in curriculum Noteworthy is the work of Pypenko (2023), who review and assessment of student learning. proposes the attribution of a product created by humans Chiu et al. (2023) highlighted the following four key without the involvement of AI. In the author’s opinion, educational domains of AI application in education: this helps to protect the human right to own activities learning, teaching, assessment and administration, in and to increase the value of natural human labour. which thirteen roles were identified. Let us focus on Studies describing AI as a revolutionary technology in those that are of interest to us for the purposes of the higher education have emerged in recent years (Melnyk present study: the use of AI in student learning. For the & Pypenko, 2024). Researchers explored the different educational domain, four main roles are highlighted: uses of AI in higher education, and the benefits and signing tasks based on individual competence; challenges for stakeholders in education systems. providing human-machine conversations; analysing A number of studies have investigated the impact of student work for feedback; increasing adaptability and distance learning, as well as trends in the use of AI- interactivity in digital environments. based chatbots in higher education among stakeholders Kuleto et al. (2021) argue that AI and ML are essential (Aleedy et al., 2022; Al-Sharafi et al., 2023; Pypenko et technologies that enhance learning, primarily through al., 2020). These studies suggest that blended learning students’ skills, collaborative learning in higher and the adoption of AI chatbots in higher education can education institutions, and an accessible research be effectively used to assist students with their academic environment. matters, progress monitoring, academic counselling and Pisica et al. (2023) describe such benefits of AI in administrative affairs while studying at university. education: can facilitate learning and provide both Wang et al. (2023) argue that AI can enhance learning students and teachers with personalised attention and and provide personalised educational support. However, feedback; the effectiveness of AI tools and applications there are risks and limitations, among which are privacy such as virtual and augmented reality, voice assistants, concerns, cultural differences, language competence, translation tools, chatbots, gamification, learning and and ethical implications. tutoring programmes, instant assessment, etc. Özer (2024) observes that AI systems have a bias These authors also point to shortcomings that need to be problem and can reproduce biases based on social addressed as soon as possible: control of artificial factors such as religion, culture, gender, race, etc. with intelligence technologies in terms of careful monitoring, training data. regulation and legislation to avoid ethical violations, Among other challenges, Crompton et al. (2022) confidentiality dilemmas and bias; adaptation of higher identified a lack of technology skills among students and education stakeholders to new technologies and teachers, and skills directly related to the usability and methods. design of AI tools. Based on an analysis of current publications and the Ahmad et al. (2022) highlighted the following benefits authors’ own practical experience of working in of using AI: minimising the administrative tasks of the universities, we have developed a classification of AI educator, assisting with different types of tasks in the implementation in higher education in 4 main directions. form of learning analytics, virtual reality and Classifying the directions of implementing AI in minimising teacher workload, effective and easy higher education: assessment of students. 1. Content of Education. These benefits of AI in education are highlighted by 2. Forms and Methods of Teaching. Clugston (2024): personalised learning, immersive 3. Diagnosing of Learning Outcomes. learning experiences, improved student engagement and 4. Administering of Educational Services. motivation, cost-effective learning, integrated learning The directions for the use of AI in higher education for and intelligent tutoring systems, continuous evaluation interacting stakeholders are illustrated in Figure 1. and improvement over time, raising academic standards The classification we propose allows us to specify the and quality of education. Clugston (2024) also benefits and identify the challenges (problems) highlights the shortcomings of AI: privacy concerns, identified by researchers on the directions for the use of reliance on technology, lack of human touch, risk of artificial intelligence in higher education for interacting fraud, displacement of teacher jobs. stakeholders. Celik et al. (2022) argue that AI offers teachers several Key benefits of using AI in higher education: opportunities to improve planning, implement 1. Benefits for the content of education (analysing huge immediate feedback and assessment. In addition, these amounts of data and transforming it into educational scholars have identified several limitations and content). challenges to the use of AI by teachers, including limited 2. Benefits of forms and methods of teaching (use of innovative methods and technologies such as virtual and 30 International Journal of Science Annals, Vol. 7, No. 2, 2024 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa augmented reality; voice assistants; translation tools; 4. Benefits of administering educational services chatbots). (raising academic standards and quality of education, 3. Benefits of diagnosing learning outcomes (no bias, optimising the planning of educational processes, cost- speed of information processing). effectiveness). Figure 1 Directions for the Use of Artificial Intelligence in Higher Education for Interacting Stakeholders Significant challenges (problems) faced by stakeholders Increasingly, academics are calling for a consensus on in using AI in higher education: the safe and responsible implementation of AI in 1. Challenges for the content of education (creating education. incorrect information, biasing training data, relying on We believe that digital literacy and the readiness of all technology and not having equal access to AI tools). stakeholders in higher education for the intensive process 2. Challenges of forms and methods of teaching (lack of of information technology development in the coming human contact, students’ lack of technological skills, years is necessary. lack of consideration for language and cultural Our proposed classification of directions for the use of AI differences of users, limited exposure of students to in higher education allows us to specify the benefits and different points of view). prepare stakeholders for the challenges they may face in 3. Challenges of diagnosing learning outcomes (biased implementing AI in their universities. scoring algorithms, risk of cheating, and no recourse). 4. Challenges of administering educational services Ethical Approval (limited technical capacity and reliability, threats to The study protocol was consistent with the ethical privacy and security, ethical and legal implications). guidelines of the 1975 Declaration of Helsinki as reflected in a prior approval by the Institution’s Human Conclusions Research Committee. Research permission was granted The application of AI in education is a relatively new by the Committee on Ethics and Research Integrity of the phenomenon for researchers and practitioners. AI offers Scientific Research Institute KRPOCH (protocol no. exciting new prospects for its use in higher education, but 024-2/SRIKRPOCH dated 10.08.2023). there are also many concerns about its rapid development. 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International Journal of Education Environments, 31(9), 5633–5649. and Science, 3(4), 53. https://doi.org/10.1080/10494820.2021.2012813 https://doi.org/10.26697/ijes.2020.4.26 Cite this article as: Pypenko, I. S. (2024). Benefits and challenges of using artificial intelligence by stakeholders in higher education. International Journal of Science Annals, 7(2), 28–33. https://doi.org/10.26697/ijsa.2024.2.7 The electronic version of this article is complete. It can be found online in the IJSA Archive https://ijsa.culturehealth.org/en/arhiv This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (http://creativecommons.org/licenses/by/4.0/deed.en). 33