Last year, the University of Latvia conducted a study in collaboration with the Banku Augstskola under the guidance of Professor Visvaldis Valtenbergs, aiming to understand how students and teachers in social and economic sciences are integrating artificial intelligence (AI) into their study and research processes. The research involved surveying 279 students and 38 teachers, revealing that the majority of respondents are using AI as a support tool rather than a means to cheat, with 62% of students expressing readiness to rely on AI for non-critical tasks.

The findings emphasize a significant distinction between what is termed the 'green zone'—using AI for technical support and basic calculations—and the 'red zone,' which encompasses plagiarism. This division suggests that while AI is generally accepted as a pragmatic tool in fields such as finance, students in social sciences tend to exhibit more caution, particularly regarding data privacy and risks associated with AI-generated inaccuracies, often referred to as 'hallucinations.' This nuanced view indicates a careful approach to integrating AI into their academic lives, particularly when dealing with serious assignments.

Overall, this research raises important questions about the future of assessments in higher education, especially as AI continues to evolve. The discussion about possibly returning to oral examinations can arise from a need to ensure academic integrity and reduce reliance on potentially misleading AI outputs. As the landscape of learning changes, universities must adapt their evaluation methods to both embrace technological advancements and maintain robust standards of education.