Page 195 - International Perspectives on Effective Teaching and Learning in Digital Education

University Faculty Digital Literacy and Technology Integration

in how to use modern technology in teaching. Some students on the other
hand are not enthusiastic about the use of technology in teaching and be-
lieve that work could sometimes be more effective without the use of tech-
nological aids.
The last question was about students’ experiences with artificial intelli-
gence. Almost all students have some experience with artificial intelligence
(AI) programs. They mentioned that ChatGPT (some spelled incorrectly as
ChatGBT) can be a useful tool for getting ideas for assignments or presenta-
tions, but it cannot do the work for them. They also use AI programs to clarify
concepts they do not understand.
Most students are aware of the limitations of AI programs. Students are
aware that AI programs can provide inaccurate information and require some
subject knowledge to be used effectively. Despite this, they still experiment
with these programs to see what outputs they can generate. Some students
enjoy exploring the possibilities of AI programs; they see it as a challenge to
learn how to use these programs to get the best results.
A study of Vietnamese students (Ngo, 3) found equivalent results. The
students found that ChatGPT can save time, provide ideas, and generate per-
sonalized answers to questions. However, they also found that the program
can provide incorrect information and does not properly cite sources. Despite
these limitations, the students were mostly positive about ChatGPT and said
they would continue to use it.
Overall, students are aware of both the benefits and limitations of AI pro-
grams. They use these programs cautiously but are also open to exploring
their potential.

The Use of LMS Moodle: Faculty of Education
The use of the LMS Moodle is one of the indicators of the digital literacy of
teachers and assistants who lead and guide the study process at the faculty.
At the Faculty of Education, its use skyrocketed during the Covid19 pandemic:
In Figure 1 we can see a sudden increase of both teacher and total posts at the
beginning of the spring semester of , when classrooms were empty from
March onwards, and the study process was conducted using online tools.
The number of teacher posts increased slightly in the /1 academic
year, but in the following year there was a slight decrease, which continued
in the following years. The number of student posts did not show such a de-
crease, but their posts increased significantly in the last two academic years.
Obviously, many teachers have already taken advantage of the initial invest-
ment of work in designing e-learning platforms, which they can use in subse-

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