Wykorzystanie sztucznej inteligencji w dydaktyce i pracy naukowej: badanie pilotażowe wśród nauczycieli akademickich w Polsce

Tomasz Kopczyński

doi:10.31261/IJREL.2024.10.2.07

Published: 2024-12-30

2024

The Use of Artificial Intelligence in Didactics and Academic Research: A Pilot Study Among Academic Lecturers in Poland

Tomasz Kopczyński

Section: Articles

https://doi.org/10.31261/IJREL.2024.10.2.07

Abstract

This article presents the results of a pilot study on the use of artificial intelligence (AI) in didactics and academic work among academic lecturers in Poland. The main objective was to identify the level of experience, barriers, and training needs related to AI among university lecturers. The study was conducted using a survey method (CAWI) on a sample of 120 academic lecturers from various higher education institutions. The analysis revealed that most participants have limited experience in using AI tools. The primary barriers include a lack of adequate training, insufficient time to learn new technologies, and inadequate technical support at the institution. Faculty members with higher academic titles and those who use AI tools less frequently display greater training needs. Academics from science and technical fields use AI more often compared to those from other disciplines. The results indicate the necessity of investing in training programs and technological support for academic lecturers to enhance the effective use of AI in education. Preferences regarding AI tools are strongly tied to their financial accessibility, suggesting a need to promote free or partially free tools. The findings can serve as a basis for developing strategies to support AI implementation in higher education, contributing to improved teaching quality and research efficiency.

Keywords:

artificial intelligence , higher education , training needs , technological barriers , academic lecture

Download files

PDF

Citation rules

Kopczyński, T. (2024). The Use of Artificial Intelligence in Didactics and Academic Research: A Pilot Study Among Academic Lecturers in Poland. International Journal of Research in E-Learning, 1–18. https://doi.org/10.31261/IJREL.2024.10.2.07

Cited by / Share

Licence

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The Copyright Owners of the submitted texts grant the Reader the right to use the pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution-Share-Alike (CC BY SA). The user can copy and redistribute the material in any medium or format and remix, transform, and build upon the material for any purpose.

1. License

The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.

2. Author’s Warranties

The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.

If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".

ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).

3. User Rights

Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.

4. Co-Authorship

If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.

I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.

References

Allioui, H., & Mourdi, Y. (2023). Unleashing the potential of AI: Investigating cutting-edge technologies that are transforming businesses. International Journal of Computer Engineering and Data Science, 3(2), 1–12. https://www.ijceds.com/ijceds/article/view/59.
Google Scholar

Baker, R. S., Martin, T., & Rossi, L. M. (2016). Educational data mining and learning analytics. In J. A. C. Lockwood (Ed.), The Wiley handbook of cognition and assessment: Frameworks, methodologies, and applications (pp. 379–396). https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118956588.ch16.
Google Scholar

Bates, T., Cobo, C., Mariño, O., & Wheeler, S. (2020). Can artificial intelligence transform higher education? International Journal of Educational Technology in Higher Education, 17, 1–12. https://doi.org/10.1186/s41239-020-00218-x.
Google Scholar

Benavides, L. M. C., Tamayo Arias, J. A., Arango Serna, M. D., Branch Bedoya, J. W., & Burgos, D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors, 20(11), 3291. https://doi.org/10.3390/s20113291.
Google Scholar

Cardona, M. A., Rodríguez, R. J., & Ishmael, K. (2023). Artificial intelligence and the future of teaching and learning: Insights and recommendations. Education Next. https://policycommons.net/artifacts/3854312/ai-report/4660267/.
Google Scholar

Chen, C. (2023). AI will transform teaching and learning. Let’s get it right. Stanford Institute for Human-Centered Artificial Intelligence. https://hai.stanford.edu/news/ai-will-transform-teaching-and-learning-lets-get-it-right.
Google Scholar

Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510.
Google Scholar

Chen, T., Gascó-Hernandez, M., & Esteve, M. (2024). The adoption and implementation of artificial intelligence chatbots in public organizations: Evidence from US state governments. The American Review of Public Administration, 54(3), 255–270. https://doi.org/10.1177/02750740231200522.
Google Scholar

Chen, X., Zou, D., Xie, H., Cheng, G., & Liu, C. (2022). Two decades of artificial intelligence in education. Educational Technology & Society, 25(1), 28–47. https://scholars.ln.edu.hk/ws/portalfiles/portal/41220986/25_1_03.pdf.
Google Scholar

Cohen, J. (2013). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. https://doi.org/10.4324/9780203771587.
Google Scholar

Duan, Y., Edwards, J. S., & Dwivedi, Y. K. (2019). Artificial intelligence for decision making in the era of big data–evolution, challenges and research agenda. International Journal of Information Management, 48, 63–71. https://doi.org/10.1016/j.ijinfomgt.2019.01.021.
Google Scholar

Guilherme, A. (2019). AI and education: The importance of teacher and student relations. AI & Society, 34(1), 47–54. https://doi.org/10.1007/s00146-017-0693-8.
Google Scholar

Kopczyński, T., & Szpyt, K. (2020). Padlet as a modern form of e-learning in the context of Sugata Mitra’s research: A new model of education. International Journal of Research in E-learning, 6(2), 45–58. https://doi.org/10.34739/ijrel.2020.06.02.04.
Google Scholar

Kuleto, V., Ilić, M., Dumangiu, M., Ranković, M., Martins, O. M., Păun, D., & Mihoreanu, L. (2021). Exploring opportunities and challenges of artificial intelligence and machine learning in higher education institutions. Sustainability, 13(18), 10424. https://doi.org/10.3390/su131810424.
Google Scholar

Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: Systematic literature review. International Journal of Educational Technology in Higher Education, 20(1), 56. https://doi.org/10.1186/s41239-023-00426-1.
Google Scholar

Mercader, C. (2020). Explanatory model of barriers to integration of digital technologies in higher education institutions. Education and Information Technologies, 25(6), 5133–5147. https://doi.org/10.1007/s10639-020-10222-3.
Google Scholar

Ouyang, F., Zheng, L., & Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education and Information Technologies, 27(6), 7893–7925. https://doi.org/10.1007/s10639-022-10925-9.
Google Scholar

Smyrnova-Trybulska, E. (2021). Development of prospective preschool and primary school teachers in the area of ICT use in education. e-mentor, 3(90), 32–42. https://doi.org/10.15219/em90.1520.
Google Scholar

UNESCO. (2023). Artificial intelligence in education. https://www.unesco.org/.
Google Scholar

World Economic Forum. (2023). How AI can transform education for students and teachers. https://www.weforum.org/.
Google Scholar

2024
Published: 2020-07-09

ISSN: 2451-2583

eISSN: 2543-6155

Publisher

Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press

Licence CC

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Submit