Page 15 - IJSA, Vol. 7, No 1, 2024

International Journal of Science Annals, Vol. 7, No. 1, 2024
рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa

Respondents from the following countries have the higher education and the AI phenomenon is of
highest representation: interdisciplinary interest to the scientific community. AI
- US (5.7%, including 2.7% students and 3.0% faculty, chatbots are a tool used in a variety of interdisciplinary
of whom 3.9% were male and 1.8% were female); research and subject areas, including education
- India (5.6%, including 2.9% students and 2.7% faculty, (Doroudi, 2023; Shrivastava, 2023), psychological
of whom 2.7% were male and 2.9% were female); research in education (Bonnefon et al., 2024; Melnyk,
- Ukraine (4.9%, including 4.6% students and 0.4% 2023), and medical education (Civaner et al., 2022;
faculty, of whom 0.6% were male and 4.4% were Masters, 2019), among others.
female); The most pressing issue in research into the
- Indonesia (4.9%, including 2.7% students and 2.3% revolutionary impact of AI on learning and teaching in
faculty, of whom 3.2% were male and 1.8% were higher education has been the following question: Is
female); there compelling evidence that AI can have a positive
- Singapore (4.4%, including 2.0% students and 2.4% pedagogical impact on students and be a reliable tool in
faculty, of whom 2.0% were male and 2.4% were the teaching and research process?
female); O’Dea and O’Dea (2023) argue that there is as yet no
- China (4.3%, including 2.3% students and 2.0% reliable evidence of how the use of AI technologies and
faculty, of whom 1.9% were male and 2.4% were applications has helped students improve their learning
female); and/or helped faculty make effective pedagogical
- UK (4.2%, including 2.3% students and 1.9% faculty, changes.
of whom 2.0% were male and 2.2% were female). There is also an opposing point of view. A group of
Thus, the survey conducted among 363 university researchers claim that the introduction of AI has led to
students and 425 university faculty from 57 countries the development of robust assessment methods and
allowed to obtain quantitative and qualitative increased teacher engagement (Rahiman & Kodikal,
characteristics of the use of AI chatbots in higher 2024); AI can shape future education and research
education. Importantly, students are 26.9% more likely practices, leading to better outcomes (Alqahtani et al.,
than faculty to use AI-based chatbots to prepare for 2023), and radically transform and improve the way
classes or complete assignments at their learning and teaching takes place in higher education
college/university. At the same time, almost all students institutions (Mishra, 2019).
(68.0% of 68.3% who use AI-based chatbots) edit the Researchers on the digital transformation of the higher
results returned by generative chatbots at their request. education sector take a similar view. These academics
In addition, students are 30.1% more likely to edit these argue that digital transformation will lead to the
results than faculty. development of sustainable curricula, the digitisation of
higher education, increased innovation and improved
Discussion student outcomes (Melnyk & Pypenko, 2021; Shenkoya
As AI develops in society and AI chatbots are used in & Kim, 2023).
higher education, this area is becoming increasingly In recent years, a growing number of researchers have
important for research. Experts predict that the use of argued that the implementation of AI is the most
artificial intelligence in education will grow by 43.0% optimistic solution for improving education (Chedrawi
between 2018 and 2022 (Educause, 2018). But already & Howayeck, 2019). It suggests ways in which
in the 2019 Horizon Report for higher education universities can change their role to respond quickly and
(Educause, 2019), predictions about teaching and effectively to emerging issues.
learning with AI applications have become even more These may include new courses, but also organisational
optimistic. As practice has shown, they were fully structures and new pedagogical practices (Moscardini et
justified. al., 2020).
In the first two months of OpenAI’s ChatGPT, more The COVID-19 pandemic has accelerated the adoption
than 100 million people became its active users. of online technologies in higher education (Bartolic et
According to Reuters (Hu, 2023), the analysts note that al., 2022; Pypenko, et al., 2020) and the associated
in the last 20 years in the Internet space, it is hard to opportunities for AI-mediated student-teacher
remember a faster growth rate for consumer Internet interaction (Rof et al., 2022).
applications. Some researchers believe that the widespread
At first glance, the prospects look promising for students availability of online learning platforms at universities
and faculty who have already begun to use AI-based has made it possible to study courses and training
tools. There is a growing consensus among researchers programmes to obtain degrees entirely online (Dieguez
about the revolutionary impact of AI on learning and et al., 2021).
teaching in higher education (Alqahtani et al., 2023; It is therefore possible that the use of online learning
O’Dea & O’Dea, 2023; Rahiman & Kodikal, 2024). platforms is one of the reasons for the active
Because revolutionary impact can affect the way people development and application of AI in higher education.
live, as well as education, health, the economy and other Therefore, one of our research questions is to investigate
areas of society, we limited our study to the higher how the use of hybrid learning (face-to-face/distance
education sector. However, this restriction is learning) in higher education has influenced the use of
conditional, as these areas are closely intertwined in AI tools among stakeholders.

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