Artificial Intelligence in Higher Education – Lecturer Access, Attitude and User Practise
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Abstract
The study examines the integration of artificial intelligence into higher education in Hungary, focusing on university lecturers’ usage habits, motivations and factors facilitating successful application. In this study, firstly the functions of artificial intelligence applications in higher education, domestic regulatory options, and existing empirical research conducted in the field of artificial intelligence use targeting university lecturers are reviewed. Our empirical research sought answers to the questions regarding the areas in which artificial intelligence helps the educational and research processes the most; what reasons motivate lecturers to use technology; and what could make its application more effective. In the comprehensive, representative survey, responses of 1,103 Hungarian university lecturers from 13 different fields of study were collected using an online questionnaire at the beginning of 2024. Results show that educators mostly use artificial intelligence for routine tasks, such as text translation, information gathering and grammar checking, while deeper pedagogical opportunities, such as the creation of personalized learning materials are relegated to the background. Saving time, keeping up with technological developments and improving the quality of work proved to be the strongest driving forces. More effective use could be promoted primarily through training, better access to tools and support to help with orientation. The research highlights the importance of developing artificial intelligence literacy, the need to address ethical aspects and the role of preparing educators, thereby enriching the domestic and international dialogue on the educational significance of artificial intelligence.
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