Research of the global higher education market and of the use of artificial intelligence in this field

The current study aims to reveal possible opportunities for applying artificial intelligence in higher education, and to identify the most important challenges that such application faces and the maximum benefits that can be acquired from employing artificial intelligence techniques in developing the educational process and the educational services in higher education institutions. This study followed the descriptive analytical approach in addressing the topic of applying artificial intelligence in higher education by reviewing the literature and previous studies that addressed this topic. The study concluded that it is possible to benefit from the application of artificial intelligence in higher education in the fields of teaching, learning, administration, research, and others, if the requirements of this application are dealt with effectively and the facilities that support the use of artificial intelligence techniques are provided. The study recommends confronting the challenges that weaken the effectiveness of the application of artificial intelligence in higher education. The most important challenges in this regard are: the lack of educational policies related to the application of artificial intelligence in education, the weakness of the infrastructure needed to supports the use of artificial intelligence techniques, the need to train academics and learners on how to deal with new applications, and the lack of due awareness of the importance of artificial intelligence applications and its role in developing higher education. KEY WORDS: artificial intelligence, higher education, opportunities, challenges, foreseeing the future

The introduction and implementation of Artificial Intelligence (AI) in higher education has brought out new opportunities and obstacles. The utilization of AI will result in a significant transformation of the governance structure within global higher educational institutions. The potential use of AI involves exploring the educational implications of how teachers may enhance their teaching methods, how students can improve their learning experience, and how institutions of higher education can make more accurate and timely judgments. This is significant because the workload has significantly increased as a result of the widespread expansion of higher education. Given the circumstances, AI assistance is crucial. The implementation of artificial intelligence in higher education is a significant matter in this context. The objective of this study is to investigate the feasibility of individuals adopting it. To do this, we have formulated hypotheses and a conceptual framework, which we then validated through a survey by obtaining feedback from a total of 240 respondents. Research has discovered that the model can assist authorities in promoting the implementation of artificial intelligence in higher education. The outcome of this study will help practitioners understand the insights of people’s intentions and psychology in adopting AI in educational sectors.

Today, artificial intelligence has penetrated all areas of human activity, including its technologies being actively implemented in the educational process. This article is devoted to issues related to the implementation of artificial intelligence in higher education. The purpose of this work was to determine the prospects and features of using artificial intelligence in the educational process of higher education. The novelty of the study lies in a comprehensive analysis of the areas of artificial intelligence use, its capabilities, risks, and limitations. The research methodology is based on a systems approach using theoretical and experimental methods. The article provides a brief analysis of the work of foreign and Russian researchers on the application of artificial intelligence. As part of the theoretical stage of the study: the main areas of artificial intelligence use are identified, which are systematized into three groups (educational process management, educational process organization, teacher optimization); the content and key benefits are determined for each group; the risks and limitations of using artificial intelligence in education are identified (technical, pedagogical, ethical, social and economic, legal). The experimental portion of the study involved conducting a survey among students and faculty at higher education institutions in the Trans-Baikal Territory and analyzing the results to determine the extent of artificial intelligence implementation in higher education and assess its impact on the educational process. The study demonstrated the need for careful implementation of artificial intelligence in higher education, maintaining a balance between technology and the human factor. Prospects for further research may include developing methods for the effective use of artificial intelligence in higher education.

The article examines the role and the influence of artificial intelligence in the digital age in the field of higher education, in particular in the field of International relations. The article, which comprehensively presents the issue under discussion, also makes the focus on the growing role of artificial intelligence in the field of international relations, which has become one of the important issues on the agenda of superpower relations. At the same time, the advantages and risks of digital technologies and artificial intelligence systems are discussed, which, on the one hand, ensure technological progress, and on the other, create dividing barriers between developed and less developed countries. The author researches how the foreign policy departments of the leading world powers use the opportunities provided by artificial intelligence systems in their work, and what advantages this provides. The above-mentioned questions indicate that the current generation of International relations scholars must be capable to use the instruments of digital technologies and artificial intelligence systems in the course of their professional activities, which will save time and increase the efficiency of the work done. However, the important question is how to use digital technologies and artificial intelligence systems in the educational process of training specialists in International relations, so that this does not have negative consequences and does not lead to overload of students or tutors. It is necessary to identify the relevant components of education in this regard, as well as to estimate the proportion of using the artificial intelligence in education. It is important that the university is also a research environment and the functioning of a continuous chain of science and education is really crucial, and in which the use of artificial intelligence capabilities is also important. The article also analyzes and presents the views of researchers involved in the issue regarding the positive and negative consequences of the use of artificial intelligence in higher education. Accordingly, conclusions were drawn regarding the prospects for the use of artificial intelligence in higher education.

The importance of artificial intelligence (AI) is growing in all economic sectors and thus also in higher education. In recent years, there have been significant developments in this concept of "Artificial Intelligence in Education (AIED)". The purpose of this study was to find out how the concept of artificial intelligence can be applied to teaching and learning in higher education and the implications of the use of artificial intelligence in higher education. The impact of the development of technologies on learning is often studied on the methods and scope of learning and teaching. Artificial intelligence enables higher education services to become easily accessible with extraordinary speed, not only in the classroom but also outside the classroom. This report seeks to explore how AI will become an integral part of universities and seeks to examine its immediate and future impact on various aspects of higher education. The challenges of implementing AI in these institutes were also explored. As artificial intelligence (AI) research in education increases, many researchers in the field believe that the role of teachers, schools and leaders in education will change. In this regard, the aim of this study is to investigate which are the possible scenarios for the arrival of artificial intelligence in education and what impact it can have on the future of schools. In this research, it confirmed that artificial intelligence has been widely adopted and used in various forms in education, especially educational institutions. Artificial intelligence was initially implemented in the form of computers and computer-related technologies, moving to web-based and web-based intelligent educational systems, and finally with the use of embedded computing systems and other technologies such as humanoid robots and web-based chatbots teachers & tasks and assignments independently or with tutors. With these platforms, teachers could perform various administrative tasks such as grading and Work more effectively and efficiently and achieve higher quality in your learning activities. On the other hand, because the systems use machine learning and adaptability, the curriculum and content are adapted which improved uptake and retention, which improved the student experience and the overall quality of education.

The article reveals various aspects of the use of artificial intelligence (AI) in higher education. Prospects for the use of AI in higher education are discussed, and specific examples of the use of AI for educational purposes are considered. AI, having great potential for improving the quality of higher education, also carries potential risks of use that must be taken into account. The role of artificial intelligence in the educational process of higher education, evaluation and management of educational processes is emphasized. That is why attention is focused on the issue of what aspects are behind the use of AI in education. The issue of ethical and social consequences of the use of AI in education is discussed.

The purpose of the study is to predict possible trends in the impact of generative artificial intelligence, in particular ChatGPT technologies, on education. Predictive estimates are formed on the basis of expert discussions of the consequences of using these digital technologies in education, which are currently going on in the public space and in the scientific community. The main groups of expert opinions and scientific approaches are being identified and compared, which makes it possible to present a perspective vision of the processes of integrating generative artificial intelligence into education. Analysis and forecasting are mostly carried out on the example of the practice by using generative artificial intelligence in higher education, however, the main provisions and conclusions can be extrapolated to other levels of education.Materials and methods. In the course of the study, methods of qualitative analysis of expert opinions presented in the public space (in the media, social networks, on the websites of educational organizations and analytical agencies, in public speeches), as well as methods of meaningful analysis of scientific publications, were used. Grouping and classification of expert opinions and scientific approaches were carried out. The analysis also used the results of a sociological study conducted by means of online survey of students from the Plekhanov Russian University of Economics on a sample of more than 3 thousand people. Methods of social forecasting were used to form predictive estimates.Results. The analysis made it possible to conclude that public discourse on employing generative artificial intelligence in education is controversial. Five groups of expert opinions were identified regarding the impact of generative artificial intelligence on education, which differ as to the need for its use in educational organizations and the scope of educational transformations that can occur under its influence. The analysis of scientific discussions showed that scientific community has not finally determined the consequences of the practical impact of generative artificial intelligence on the field of education. At the same time, possible promising areas and problem areas of its use are being identified, as well as its potential to initiate new reforms in education. The following possible trends in the integration of generative artificial intelligence into education are predicted: gradual change in the paradigm of education towards creativity-oriented education; increase of the share and scope of using artificial intelligence technologies in education; formation of new legal and ethical standards governing the use of generative artificial intelligence in education; increasing the importance and changing the role of the lecturer.Conclusions. Generative artificial intelligence has all the potential for solving long-term tasks of developing education. However, rapid technological development is inevitably associated with numerous risks, which require the creation of a methodology for using generative artificial intelligence in education, improvement of regulatory framework and solution of ethical problems. A new qualitative level of integration of a human being and artificial intelligence in the educational sphere is the thing of the future. Such integration will contribute to improving the quality of human capital in line with rapidly developing technologies of 5.0 Industrial Revolution.

This research aims to 1) Develop a common framework for artificial intelligence in higher education (AAI-HE model) and 2) Assess the AAI-HE model. The research process is divided into two stages: 1) Develop an AAI-HE model, and 2) Assessment the model. The sample consists of five experts chosen through purposive sampling. The data is analyzed by means and standardized deviations statistically. The research result shows that 1) the AAI-HE model consists of seven key components which are 1.1) User Interactive Components and Technology of AI, 1.2) Components and Technology of AI, 1.3) Roles for Artificial Intelligence in Education 1.4) Machine Learning and Deep Learning 1.5) DSS Modules 1.6) Applications of Artificial Intelligence in Education, and 1.7) AI to enhance campus efficiencies, and 2) The result of the assessment of the AAI-HE model is rated as absolutely appropriate overall.

Currently, artificial intelligence techniques are actively used in various areas of social life. In higher education, using these techniques is of special interest to both teaching staff and legal community. Statutory regulation of artificial intelligence in the system of higher education is at a not very high level as of today, despite using at some universities really advanced artificial-intelligence technologies.Authors of this paper have tried to develop a comprehensive scientific concept of the legal aspects of using artificial intelligence in higher education. We analyzed the notion of artificial intelligence and other terms in the area under research, considered the matter of the legal nature of artificial intelligence systems, defined the prospects of legally regulating the relationships to using artificial intelligence in education, and investigated the possibility of instituting civil-law sanctions for artificial intelligence operation in education.Undoubtedly, onrush of and using artificial intelligence systems in higher education need sound legal support. Legal enactments to be adopted in the area under research must consider both artificial intelligence techniques that are currently used by the institutions of higher education and those to be developed in the nearest future.KeywordsLawArtificial intelligenceHigher education

The article discusses the issues of the inclusion of artificial intelligence in the educational process of higher educational institutions. The analysis of the results of a questionnaire survey among 600 students of higher educational institutions (Russia, Vietnam, China), aged 18-23 years, studying in various specialties. The authors of the study determined which online resources are the most popular and frequently used in educational. An assessment of the use of neural networks in the educational process showed that students often use chatbots to write research papers, while many students are not ready to fully verify their reporting assignments using artificial intelligence. Most students consider it necessary to effectively use artificial intelligence in higher education, but communication with teachers cannot be minimized, and Chinese students are more willing to study using artificial intelligence. When introducing artificial intelligence into higher education in different countries, it is necessary to take into account the national characteristics of educational processes.

Innovation in higher education is essential to align teaching with technological developments. The use of artificial intelligence (AI) offers great potential to improve education management in higher education through optimizing the teaching and learning process. This research aims to explore how the integration of artificial intelligence in education management can improve the efficiency, effectiveness, and quality of students' learning experience in higher education. The research method includes a comparative analysis between conventional education management systems and systems that utilize artificial intelligence, as well as the implementation of AI technology in the decision-making process in higher education. The results show that the application of artificial intelligence can improve the ability of prediction, data analysis, adaptation, and personalization in curriculum management, student performance evaluation, and the provision of learning resources tailored to individual needs. Artificial intelligence in education management in higher education has opened up various opportunities. Artificial intelligence enables personalization of learning. In addition, the use of artificial intelligence in administration has also improved the efficiency of resource management and administrative processes. The conclusion of this study states that the utilization of artificial intelligence in educational management in higher education can bring about positive changes. By effectively utilizing artificial intelligence technology, universities can improve students' learning experience and optimize administrative efficiency, better preparing students for future challenges. It can also manage education in higher education to create a more adaptive, responsive, and innovative learning environment, which in turn can improve the overall quality of higher education.

In the past decades, AI was not playing a pivotal role in technology. But now, artificial intelligence is a key part of the revolution of technology. AI has become a powerful tool in recent years, enabling machines to think and act like humans. AI helps in developing a better approach to teaching students (i.e., adaptive learning where a computer algorithm identifies the rate of learning of a student and adapts itself so that the student learns efficiently). The aim of implementing AI in education is not to replace tutors, but to assist them in understanding the potential and limitations of each student individually. This chapter will cover the introduction, existing applications, and new applications of artificial intelligence in higher education. The prime focus of the chapter will be on the approaches to different product developments and their implementation using artificial intelligence in the education sector. It provides a brief idea of how the existing applications solve the problems in higher education and new approaches to make higher education more efficient.

Despite the recent increase in research on artificial intelligence in education (AIED), studies investigating the perspectives of academic staff and the implications for future-oriented teaching at higher education institutions remain scarce. This exploratory study provides initial insight into the perspectives of 112 academic staff by focusing on three aspects considered relevant for sustainable, future-oriented teaching in higher education in the age of AI: instructional design, domain specificity, and ethics. The results indicate that participants placed the greatest importance on AIED ethics. Furthermore, participants indicated a strong interest in (mandatory) professional development on AI and more comprehensive institutional support. Faculty who perceived AIED instructional design as important were more likely to use AI-based tools in their teaching practice. However, the perceived relevance of AIED domain specificity and ethics did not predict AI tool integration, which suggests an intention–behavior gap that warrants further investigation into factors such as AI literacy and structural conditions in higher education. The findings may serve as a basis for further discussion and development of adequate support services for higher education teaching and learning in the age of AI.

This research aimed to analyze the importance of artificial intelligence and sustainability in higher education according to the literature in the field and to present the relationships of this context with the United Nations Sustainable Development Goals (SDGs). The adopted research strategies included bibliometric analysis using VOSviewer software and literature review, considering the Web of Science scientific database. The bibliometric analysis resulted in the clustering of four groups. The blue cluster highlighted the emergence of interest in studies on AI and sustainability in higher education following the Covid-19 pandemic. The green cluster emphasized the importance of more efficient teaching methods adapted to the demands of higher education, as well as the need to empower teachers to use artificial intelligence in developing students' skills and competencies, emphasizing sustainability. The yellow cluster indicated the presence of artificial intelligence in higher education based on the triad of sustainable education and innovation, aiming to prepare students for future challenges. The red cluster emphasized the impact of artificial intelligence in higher education, focusing on student learning, efficiency, and sustainable performance. Finally, the literature analysis identified the main AI technologies in higher education and their relationship with the United Nations SDGs. The reflections presented here can contribute to expanding discussions on the relationship between artificial intelligence and sustainability in higher education. From a practical standpoint, it can serve as a foundation for university managers aiming to promote the integration of AI into their teaching processes, considering the context of sustainability.

According to various international reports, Artificial Intelligence in Education (AIEd) is one of the emerging fields in education technology. Whilst it has been around for about thirty years, educators remain unclear as to how to take full pedagogical advantage of AI on a broader scale and how it could actually have a meaningful impact on teaching and learning in higher education. This paper aims to evaluate Artificial Intelligence within Higher Education, focussing on the opportunities and challenges it presents. It also investigates the educational implications of emerging technologies on the way students learn and how institutions teach and evolve. The paper gathers some examples of the introduction of AI in education in a bid to establish equitable, quality education for all. Firstly, the paper analyses how AI can be used to improve learning outcomes, presenting examples of how AI technology can help education systems use data to improve equity and quality in Higher Education. The paper also addresses the benefits and challenges of introducing AI in educational settings, as well as the potential risks of such an endeavour. Finally, we put forward some recommendations for AI in education, with a focus on establishing discussions around the uses, possibilities and risks of AI in education for sustainable development.