Page 76 - International Perspectives on Effective Teaching and Learning in Digital Education

Vesna Ferk Savec and Sanja Jedrinović

RQ: How is AI used in specific areas of educational activities according to
the KLASIUS-P classification and which SDGs does it target?

At the beginning of 3, all 6 faculties of the University of Ljubljana were
invited to participate in the project Artificial intelligence in education at the
University of Ljubljana. A total of 54 professors from 13 faculties accepted the
invitation in April 3.
During the project, the university professors were asked to submit their
own practical examples of the use of AI in the pedagogical process. By the
end of the project in November 4, a total of 6 practises had been sub-
mitted by university teachers from 9 faculties (Faculty of Education, Faculty
of Arts, Faculty of Natural Sciences and Engineering, Faculty of Architecture,
Biotechnical Faculty, Faculty of Economics and Business, Faculty of Law, Vet-
erinary Faculty, Faculty of Health Sciences).
In order to collect data on the implementation of AI, university professors
were asked to document their practises in comprehensive reports. Each re-
port contained detailed information about the use of AI in their courses, in-
cluding the course name, faculty, programme of study, number of students
enrolled, area of educational activity (KLASIUS-P), a description of how AI was
integrated, details of the AI tools used, and an assessment of the positive and
negative impact of AI on the course. The minimum length of the report was 
pages and the maximum length was 15 pages.
The 6 collected examples of the use of AI in the pedagogical process were
categorised according to the KLASIUS-P classification (Statistični urad Repub-
like Slovenije, 1). The results of the categorisation are shown in Table 1.
In order to obtain a coherent identification of the SDGs as described in the
3 Agenda for Sustainable Development (15) and a classification of the
role of AI (Crompton & Burke, 3) in the reported practices, two researchers
separately analysed the 6 reports describing the implementation of AI in the
pedagogical process. In this way, a total of 111 pages of reports were analysed
independently. To avoid bias, the two researchers agreed on the final identi-
fication of the SDGs addressed and the classification of the role of AI imple-
mentation in the reports through discussion, reconstruction and agreement,
which enabled a 95% inter-rater reliability of the analyzed items.

Results
The results section is organised according to the two research questions that
guide this study. The first question provides contextual information about
the research, the second one provides analysis on how AI is used in the peda-

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