Integrating artificial intelligence (AI) in higher education transforms teaching and learning processes, enhancing students’ and instructors’ soft skill development, motivation, and overall performance. This study explores the impact of AI on higher education, drawing on empirical research and analysis of AI’s role in university settings. The research reveals that AI is revolutionizing education through personalized learning experiences, administrative automation, and increased student engagement. However, challenges remain in aligning university curricula with industry demands, particularly in finance, accounting, economics, and business management. To address this, the study emphasizes the importance of integrating AI courses across disciplines, providing instructor training, and fostering industry collaborations to offer practical, real-world AI education. By doing so, higher education institutions can equip students with the skills and knowledge needed to navigate the evolving job market and technological advancements ethically and competently.
XII. évfolyam 2024. Special Issues 1. 33-39
DOI: 10.24387/CI.2024.1.6
Cikk megtekinthető: http://controllerinfo.hu/wp-content/uploads/2024/11/Controller_2024_K1-6.pdf
REFERENCES
ALMARAZ-LÓPEZ, C. – ALMARAZ-MMENÉNDEZ, F.– LÓPEZ-ESTEBAN, C. (2023): Comparative Study of the Attitudes and Perceptions of University Students in Business Administration and Management and in Education toward Artificial Intelligence. Educ. Sci. 2023, 13, 609. https://doi.org/10.3390/educsci13060609
CROMPTON, H. – BURKE, D. (2023): Artificial intelligence in higher education: the state of the field. Int J Educ Technol High Educ 20, 22. https://doi.org/10.1186/s41239-023-00392-8
FOLMEG, M. – FEKETE, I. – KORIS, R. (2024): Towards identifying the components of students’ AI literacy: An exploratory study based on Hungarian higher education students’ perceptions. Journal of University Teaching and Learning Practice, 21(6) https://doi.org/10.53761/wzyrwj33
GRABINSKA, B. – ANDRZEJEWSKI, M. – GRABINSKI, K. (2021): The students’ and graduates’ perception of the potential usefulness of Artificial Intelligence (AI) in the academic curricula of Finance and Accounting Courses. e-mentor, 5(92), 16 –25. https://doi.org/10.15219/em92.1544
HAJEER, A. (2024): Teaching ESP in the digital age: implications for crafting effective course descriptions for online learning. Journal of Teaching English for Specific and Academic Purposes, 255–267. http://espeap.junis.ni.ac.rs/index.php/espeap/article/view/1414
HAJEER, A. – TOPTSI, J. – HORVÁTH-CSIKÓS, G. (2023): Validating the Intercultural Sensitivity Scale in the Hungarian University Context. Cultural Management: Science and Education, 7 (2), 79-95. doi:10.30819/cmse.7-2.05
HORVÁTH-CSIKÓS, G. – JUHÁSZ, T. – HAJEER, A. (2022): The first experiences of the BEE Mentor Programme at the Faculty of International Management and Business of the Budapest Business School, University of Applied Sciences. In BGE Szemelvények (pp. 239-245). Budapest: Budapesti Gazdasági Egyetem. https://doi.org/10.29180/978-6156342-49-2_28
MOHER, D. – SHAMSEER, L. – CLARKE, M. – GHERSI, D. – LIBERATI, A. – PETTICREW, M. – SHEKELLE, P. – STEWART, L. (2015): Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1–9. https://doi.org/10.1186/2046-4053-4-1
OECD. (2017): In-depth analysis of the labour market relevance and outcomes of higher education systems: Analytical framework and country practices report. Enhancing higher education system performance. https://www.oecd.org/education/skills-beyond-school/LMRO%20Report.pdf
PAGE, M. J. – McKENZIE, J. E. – BOSSUYT, P. M. – BOUTRON, I. – HOFFMANN, T. – MULROW, C. – SHAMSEER, L. – TETZLAFF, J. M. – AKL, E. A. – BRENNAN, S. E. – CHOU, R. – GLANVILLE, J. – GROMSHAW, J. M. – HRÓBJARTSSON, A. – LALU, M. M. – LI, T. – LODER, E. W. – MAYO-WILSON, E. – McDONALD, S. – MOHER, D. (2021): The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. British Medical Journal. https://doi.org/10.1136/bmj.n71
POPENICI, S. A. D. – KERR, S. (2017): Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(22), 1–13. https://doi.org/10.1186/s41039-017-0062-8
PRISMA Statement. (2021). PRISMA endorsers. PRISMA statement website. http://www.prisma-statement.org/Endorsement/PRISMAEndorsers
Research Gate https://www.researchgate.net/ (Reviewed 10.05.2024.)
WordCloud https://monkeylearn.com/word-cloud/result (Reviewed 13.05.2024.)
