KONFERENCIA-ELŐADÁS
Generative Artificial Intelligence in Higher Education: Results of a Questionnaire-Based Study Based on a Pedagogical Experiment
2026-11-25 10:40–10:55
Szerzők és előadók
Szekció és helyszín
AI, Higher Education and the Transformation of Learning
2026. november 25., szerda · 10:35–12:00
Díszterem, 1088 Budapest, Szentkirályi utca 28.
Teljes, beküldött absztrakt
The emergence of generative artificial intelligence in higher education is fundamentally transforming learning and teaching processes, while also creating new pedagogical, ethical, and methodological challenges. This study examined the possibilities and impacts of using AI tools in higher education as part of an institutional pilot program, based on a pedagogical experiment. The aim of the study was to explore how an AI-supported learning environment influences students’ learning experiences, digital competencies, and attitudes toward AI. The theoretical framework for the study was provided by the DigComp 2.2 digital competence framework, as well as the TAM and UTAUT models, which explain technology acceptance. The research took the form of a pedagogical experiment in which students used generative AI tools to complete their course assignments. The learning process was supported by conscious prompt design and critical evaluation exercises, which aimed not only at mastering the use of the technology but also at the reflective processing of content generated by AI. A questionnaire was used to assess the effects of the experiment, measuring students’ attitudes, usage habits, satisfaction, and self-assessed competency development. The results showed that the majority of students had a positive attitude toward the educational use of AI, primarily because of its ability to increase learning efficiency, facilitate rapid information retrieval, and support problem-solving. At the same time, the responses also highlighted concerns regarding academic integrity, the reliability of information, and the need for critical evaluation. Based on the survey, participants reported that, in their own assessment, they had experienced improvement in their digital and AI competencies, particularly in the areas of information evaluation, content creation, and mindful use of technology. The research findings suggest that the pedagogically sound integration of generative AI can support the digital transformation of higher education, provided that the use of the technology is accompanied by considerations of competency development, ethics, and critical pedagogy. This study may contribute to the development of institutional implementation models that strike a balance between technological innovation and the requirements of quality education.