A study conducted by scientists from the University of Latvia and the Banking School reveals that university teachers are using artificial intelligence tools more frequently than their students, particularly in social sciences and finance fields.
A recent study conducted by researchers from the University of Latvia and the Banking School focuses on the use of artificial intelligence tools among students in the disciplines of social sciences and finance. The research aims to provide a comprehensive overview of how extensively these AI tools are being utilized by both students and instructors, alongside their attitudes after implementation. According to Visvaldis Valtenbergs, an associate professor at the University of Latvia and scientific supervisor of the study, it is vital to document the current landscape of AI tool usage as it evolves rapidly.
The findings showed that out of the 279 surveyed students, 66% acknowledged being active users of AI tools, having utilized them more than ten times in the past six months. However, a small fraction, about 3% of the students, reported never having used such tools. When evaluating their proficiency with AI tools, students rated their competence high on a five-point scale, indicating a significant level of comfort and familiarity with these technologies in their academic pursuits.
This research stands out not only for its timely exploration of the integration of AI in educational settings but also highlights the evolving dynamics between students and teachers regarding technology adaptation. It underscores the necessity for educational institutions to adapt to these changes and potentially re-evaluate teaching methodologies to incorporate AI effectively, which could ultimately enhance learning outcomes and research capabilities in higher education.
