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AI in Higher Education: Analysis of Relevant Practices and Their Potential for Green Transition

Conclusions
The results show that the integration of AI into the pedagogical process is very
different in the various disciplines. We found that the reported practices on
the implementation of AI in the pedagogical process at the University of Lju-
bljana cover all KLASIUS-P areas, except for the area of services (KLASIUS-P8),
which differs from the results of other studies (e.g., Crompton & Burke, 3),
which indicate that educators integrate AI primarily in disciplines such as
language learning, computer science, management and engineering, while
relatively few cases are reported from the fields of mathematics, education,
medicine and music.
The analysis emphasises the significant role of AI in supporting the SDGs,
particularly those related to education and innovation, under the Society
and Economy pillars. However, to achieve a holistic impact on sustainable
development, more emphasis needs to be placed on the Environment pillar.
Leveraging AI’s potential to address environmental challenges would create
a more balanced approach to sustainability and ensure that the benefits of AI
are realised in all areas of society, the economy and the environment.
Our study analysed the reports describing the implementation of the AIEd
tools. For a deeper understanding of how the SDGs were targeted, it would
be useful to extend the study with interviews with university professors. In
future studies, it would also be useful to examine the perspective of the tar-
gets related to specific SDGs, taking into account both the positive and neg-
ative impacts of AI on specific SDGs. It would also be reasonable to comple-
ment the study with additional examples of the use of AI in the pedagogical
process at the University of Ljubljana or in the Slovenian higher education
sector.

Acknowledgement
The authors acknowledge financial support from the project ‘Artificial intel-
ligence in education at the University of Ljubljana’ funded by the University
of Ljubljana under the development pillar of funding (slo. Razvojni steber
financiranja) (–4). In this regard, the authors would like to acknowledge
HE teachers for their participation in the project. The authors acknowledge the
core funding ‘Strategies for Education for Sustainable Development applying
Innovative Student-Centred Educational Approaches’ (ID: P5–451) from the
Slovenian Research and Innovation Agency.

References
AlGhamdi, A. A. (). Artificial intelligence in education as a mean to achieve
sustainable development in accordance with the pillars of the kingdom’s

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