- Skvortsova, Svetlana (orcid.org/0000-0003-4047-1301), Symonenko, Tatyana (orcid.org/0000-0001-5963-0451), Britskan, Tetiana (orcid.org/0000-0001-7277-4169), Onopriienko, Oksana (orcid.org/0000-0002-0301-1392) and Romanyshyn, Ruslana (orcid.org/0000-0001-8480-2702) (2024) Artificial Intelligence in the Professional Activity of a University Lecturer in Ukraine: Realities and Prospects Proceedings of the Second International Workshop on Artificial INtelligent Systems in Education co-located with 23rd International Conference of the Italian Association for Artificial Intelligence (AIxIA 2024). Bolzano, Italy, November 26, 2024 (3879). ISSN 1613-0073
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Abstract
The professional activity of a university lecturer in Ukraine can be viewed as a problem-solving process that includes both routine and non-routine tasks. It is clear that artificial intelligence tools can improve the effectiveness of lecturers’ solving these tasks and save them time. The aim of this study is to determine the state of practice in applying artificial intelligence tools in the professional activities of university lecturers in Ukraine in performing routine tasks. Based on the types of professional activities of a university lecturer in Ukraine—teaching, methodological, and scientific—and having identified possible artificial intelligence tools for solving routine tasks, we created a questionnaire. The purpose of this questionnaire is to determine teachers’ attitudes toward the use of artificial intelligence in their professional activities and the artificial intelligence tools used by Ukrainian university teachers. Using the artificial intelligence tools ChatGPT and Microsoft Copilot in Bing, an online questionnaire consisting of 8 sections and 36 questions was developed. The questionnaire was presented in Google Forms and distributed through social networks and professional associations of teachers. The article presents the results of a survey of 205 university lecturers in Ukraine. It was found that 30.4% of respondents believe they have never used AI, 5.4% use AI daily, and 15.2% weekly. According to self-assessment of knowledge and skills in the field of AI, the distribution by levels is as follows: very high – 0%, high – 4.4%, medium – 41.4%, low – 33.5%, very low – 20.7%. Regarding attitudes toward the use of AI in education: 7.8% are very positive, 43.6% are positive, 43.6% are neutral, 3.9% are negative, and 1% are very negative. The questionnaire also included several questions about AI tools for information retrieval, creating presentations, scheduling classes, generating reports, and creating test assignments. The teachers’ answers to the last question of the questionnaire show that it is useful for understanding the possibilities of using artificial intelligence in the professional activities of a university teacher, in particular, teachers have learned more about artificial intelligence tools that can be used to perform routine tasks, which encourages them to study them more deeply.
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