Zgadzam się
Nasza strona zapisuje niewielkie pliki tekstowe, nazywane ciasteczkami (ang. cookies) na Twoim urządzeniu w celu lepszego dostosowania treści oraz dla celów statystycznych. Możesz wyłączyć możliwość ich zapisu, zmieniając ustawienia Twojej przeglądarki. Korzystanie z naszej strony bez zmiany ustawień oznacza zgodę na przechowywanie cookies w Twoim urządzeniu.
This research was funded by the Ministry of Education and Science of Ukraine “Modeling and forecasting of socio-economic consequences of higher education and science reforms in wartime” (No. 0124U000545) and by the EU NextGenerationEU through the Recovery and Resilience Plan for Slovakia under project No. 09I03-03-V01-00130.
This paper continues the series of publications of our interdisciplinary research findings at the crossroads of higher education sustainability (SDG 4.3), smart education, and artificial intelligence (AI) tools. AI has begun to be used by universities to increase the quality of higher educational services. AI tools are expected to help university teachers in the teaching process. Students also use AI to help them complete their tasks. At the same time, AI may threaten Sustainable Development Goal 4 (SDG 4). In particular, this is a “blank spot” in the study of AI and non-violent learning environments (SDG 4.3). The aim of the study was to verify competing statistical hypotheses. To achieve this aim, the authors used modern, economically sound methods. The authors processed the responses of 1102 students from eight Eastern European universities using a special electronic questionnaire. The authors statistically processed the student survey results and then tested a pair of conflicting statistical hypotheses. The authors adopted a standard level (α = 0.05) of hypothesis checking. Testing statistical hypotheses led to obtaining two statistically substantiated new scientific facts: (1) The requirement for “non-violent” learning environments does not meet some students’ needs. (2) The number of these students can be up to 31.94%. Summary: The new scientific facts are helpful for further developing world pedagogical theory and practice. They are the basis for forecasting and preparing for managerial actions aimed at SDG 4.3.
