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AI-based tools’ impact on university education

Kwiatkowska Kamila, Zakrzewska Małgorzata, Zsigmond Tibor

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

2025

z. 218

399--409

Purpose: The main reason for writing the paper was to present the latest research studies on using AI in education and present the survey studies on students' opinions according to AI-based tools in learning process. Design/methodology/approach: The theoretical part of the article presents research from the last 5 years on AI in education and higher education. The empirical part presents the results of surveys conducted among students of the University of Economics in Krakow on their opinions on the impact of AI-based tools on their learning process. Findings: The research show that the vast majority (95.1%) of respondents see that tools based on AI facilitate the learning process and provide valuable didactic support. Despite positive assessments, respondents express concerns about credibility, privacy and potential addiction to technology. Research limitations/implications: The results suggest the need for appropriate regulation and education regarding the use of AI-based tools. The study is limited by the too rapid development of AI in recent times and the ever-increasing number of new tools used in the student learning process. Practical implications: The study revealed that 95.1% of students find AI tools like ChatGPT, Canva, and Quizlet beneficial for learning, although concerns about credibility, privacy, and dependency remain. It suggests universities should implement AI tools and train staff in their use while addressing risks and ensuring equal access for all students. Social implications: By highlighting the benefits of AI in education, the study may foster more positive public attitudes towards technological integration in learning environments. With AI tools enhancing the learning experience and potentially improving educational outcomes, students may enjoy improved academic success and career prospects, ultimately contributing to a higher quality of life. Originality/value: The study is notable for its focus on students and their subjective assessments of the opportunities and concerns related to the use of AI, especially in the context of tools such as ChatGPT, Canva, and Quizlet, which sheds light on their growing importance and challenges in higher education.

Corporate social responsibility practices at Polish economic universities: a comparative analysis

Zakrzewska Małgorzata, Kwiatkowska Kamila

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

2024

z. 197

667--678

Purpose: The main purpose of the article is to highlight the importance of CSR and USR, evaluate CSR practices in Polish public universities of economics, and provide actionable recommendations for improving CSR practices at universities. Design/methodology/approach: A comparative analysis of the 5 main economic universities in Poland was carried out on the basis of publicly available online sources. Findings: Overall, the findings indicate that Polish public economic universities are actively engaged in implementing CSR strategies. Their activities are diverse and tailored to their specific contexts, evidencing a strong commitment to promoting sustainable development, ethical conduct, and societal well-being. The research highlights successful strategies and provides recommendations that can serve as a valuable resource for enhancing CSR practices in higher education. Research limitations/implications: While this research provides a comprehensive overview of CSR practices at major public economic universities in Poland, future studies should address these limitations and expand the scope of analysis to include diverse perspectives, rigorous quantitative measures, and broader institutional contexts. Practical implications: The research provides valuable insights and practical recommendations that can significantly enhance the implementation of CSR practices in higher education institutions. By adopting these recommendations, universities can improve their societal and environmental impacts, enhance stakeholder engagement, foster innovation, and achieve a competitive edge in the education sector. The commercial and economic implications highlight substantial benefits not only for the universities but also for the broader communities they serve. Social implications: The research has significant social implications that extend beyond the academic community. It can influence public attitudes towards CSR, drive corporate and environmental responsibility, inform public and industry policies, and enhance the quality of life. By showcasing the positive impact of CSR initiatives in universities, the research can inspire wider adoption of ethical and sustainable practices across various sectors, contributing to a more equitable and sustainable society. Originality/value: The paper makes significant contributions by offering a detailed comparative analysis of CSR practices in Polish economic universities, integrating CSR and USR concepts, providing actionable recommendations, and addressing a broad audience. Its novel insights and practical guidance have the potential to influence the development and implementation of CSR strategies, fostering a culture of sustainability and social responsibility in the higher education sector.