Jul 2026· International Scientific Journal of Engineering and Management· Vol 05, pp. 1-9· 0 citations
TL;DR
It is concluded that academic institutions must use clear ethical practices and AI-aware assessment designs to ensure that technology is used as an assisting tool that improves users' learning while ensuring the fundamental values of education.
Abstract
Abstract - The rapid integration of Generative Artificial Intelligence (Gen AI) is fundamentally transforming the higher education landscape. It is necessitating an alteration of traditional examination-based models to constant, skill-oriented assessment. The AI tools provide customized learning platforms and increase productivity. They also present severe challenges related to academic integrity, the authenticity of student work, and the potential to reduce critical thinking skills. This study suggests the responsible use of AI in educational quality assurance structures through a structured survey of students, educators, and parents. The research reveals a high level of AI adoption, with most respondents using these tools daily, primarily to understand complex findings. However, important concerns regarding trust and the accuracy of AI-suggested content. A substantial portion of stakeholders advocate for redesigning assessment methods to focus on higher-order cognitive skills—such as analysis, creativity, and problem-solving—rather than simple content creation. The paper concludes that academic institutions must use clear ethical practices and AI-aware assessment designs to ensure that technology is used as an assisting tool that improves users' learning while ensuring the fundamental values of education.
Key Words: Artificial Intelligence (AI), Generative AI (GenAI), New Education Policy (NEP), National Curriculum Framework (NCF)
This study examines the growing influence of artificial intelligence (AI) tools on student research in higher education, focusing on both their opportunities and challenges, and recommends comprehensive institutional guidelines, targeted training programs, and ethical frameworks to ensure responsible integration of AI.
Edelresa S Juachon, Honorata Yaneza, Arthur Cabradilla et al.· JPAIR Institutional Research· 0 citations
This study examines the transformation of learning processes in higher education within contexts mediated by artificial intelligence (AI), focusing on how students evaluate the quality and reliability of knowledge in algorithmic environments. Using a qualitative approach, 20 semi-structured interviews were conducted with undergraduate students in the final two semesters of their program who use AI tools in their academic activities. The analysis identified differentiated patterns in verification practices, levels of cognitive autonomy, and criteria for evaluating information. The findings suggest that students combine active validation strategies with judgments based on the coherence and immediacy of responses. Uneven bias detection was also observed, revealing limitations in the critical evaluation of AI-generated content. The study concludes that the quality of learning in AI-mediated environments depends in part on situated practices of verification, evaluation, and trust regulation. In this regard, the study proposes the incorporation of “epistemic hygiene,” understood as the systematic development of competencies in critical judgment, comparison, and validation of knowledge generated by algorithmic systems.
The article examines the methodological foundations of applying artificial intelligence technologies in the teaching of specialized disciplines, with a focus on identifying both their pedagogical potential and associated risks. The relevance of the study is determined by the ongoing digital transformation of education and the growing demand for innovative tools that enhance the effectiveness and adaptability of the learning process. The paper analyzes key directions of AI integration into educational practice, including adaptive learning systems, intelligent tutoring, automated assessment, and personalized learning pathways. Particular attention is given to the methodological principles that ensure the effective implementation of these technologies, such as alignment with learning objectives, didactic appropriateness, and the role of the instructor in a technology-enhanced environment.
At the same time, the study highlights a range of challenges and risks related to the use of artificial intelligence, including potential bias in algorithmic decision-making, issues of academic integrity, reduced critical thinking, and increased dependence on digital tools. The importance of maintaining a balance between technological innovation and pedagogical control is emphasized. The results of the study contribute to the development of a structured approach to integrating artificial intelligence into higher education, aimed at improving the quality of teaching specialized disciplines while minimizing potential negative impacts.
Нурлан Серикович Мукатаев –, Zh.Zh, T. K. Bagisov⃰ et al.· Bulletin of Shakarim Univers...· 0 citations
Artificial Intelligence (AI) is making a substantial impact on education, influencing instruction, learning, and management. This descriptive study aimed to identify the role of artificial intelligence in education, with a focus on its contribution to enhancing the quality of teaching and learning, as emerging from recent studies. In order to conduct a thorough assessment of the use and impact of artificial intelligence in instructional settings, secondary data was collected from published manuscripts. Articles were searched for in databases in the years 2023-2025, and their findings were qualitatively synthesized using thematic analysis. The results showed that AI can be used in teaching in order to plan, personalize, tutor, assess and provide feedback, thus enhancing instruction, engagement, critical thinking and performance. However, such problems as academic integrity, data privacy and security, algorithmic bias, the digital divide, and the need for teacher training may hinder the process. The study suggests that AI should be used as an addition to teaching staff since it should be handled properly, ethically, and with relevant infrastructure to ensure that all students have equal access to education. The research has provided answers that education stakeholders need to consider before engaging in AI-based educational technologies.
Fatima Saddique· International Journal of Bus...· 0 citations
This study investigates the integration of artificial intelligence (AI) technologies in higher education institutions in Kazakhstan. It aims to explore students' and academics' perceptions, usage patterns, challenges, and training needs. The findings show that AI is increasingly seen as a transformative academic tool, especially for research, language learning, writing support and problem‐solving. Although many participants first encountered AI through media exposure or academic requirements, their engagement has shifted from initial scepticism to routine use, with many reporting daily reliance on AI tools. Participants highlighted AI's potential to create more personalised and interactive learning environments, particularly through applications like chatbots and adaptive learning systems. However, concerns were raised about over‐dependence on AI, which could weaken critical thinking and problem‐solving skills. These concerns align with previous research warning of passive learning behaviours in AI‐supported educational settings. Despite widespread AI adoption, the study identifies significant gaps in institutional infrastructure and the absence of systematic training programmes. Most participants developed their AI skills through informal, self‐guided learning rather than formal university instruction, underscoring the urgent need for structured AI literacy initiatives within higher education. Ethical issues, including algorithmic bias and data privacy, were also highlighted, emphasising the importance of responsible AI use and ethical governance in institutional policies and curricula. The results suggest that universities should invest in AI infrastructure, implement comprehensive AI literacy programmes and incorporate AI ethics education into academic curricula to prepare both students and faculty for effective and responsible AI use. This study contributes to the growing body of literature on AI adoption in higher education by providing empirical insights from the Kazakhstani context.
M. Doğan, B. Kashkhynbay, Zhaniyat Baltabayeva· European Journal of Educatio...· 0 citations
The integration of artificial intelligence (AI) in education has expanded access to knowledge and created new opportunities for teaching and learning. Also, it poses a major challenge: AI products may contain inaccuracies or biases, and their use does not guarantee critical engagement. This challenge is particularly prominent in teacher education, which requires not only the evaluation of information but also the translation of information into pedagogical decisions. This study examines the critical thinking processes and technological pedagogical content knowledge (TPACK) of preservice mathematics teachers as they plan lessons with the assistance of AI tools. The study examines their ability to evaluate the accuracy and appropriateness of AI-generated suggestions. The study also focuses on the levels of thinking—perception, processing, and execution- that are expressed in the decision-making process. In this qualitative study, 29 lesson plans and written reflections collected from 41 preservice elementary mathematics teachers during a methods course were analyzed using content analysis. The findings indicate a gap between the ability to identify correctness and the ability to implement it in effective instructional planning and emphasize the need to develop critical thinking in the context of using artificial intelligence in teacher training.
S. Cohen, Sarit Kowler, D. Zeitoun· European Journal of Educatio...· 0 citations