Page 225 - Vseživljenjsko učenje kot temelj trajnostne družbe
P. 225

Stališča študentov do umetne inteligence


                     R.,Krasin, S.,Jwaifell, M.,Konca, A.S., in Klančar, A. (2023). Preliminary re-
                     sults from Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan: Inve-
                     stigating pre-service teachers’ expected use of digital technology when
                     becoming teachers. Education Sciences, 13(8), 783.
                  Katsantonis, A., in Katsantonis, I. G. (2024). University students’ attitudes to-
                     ward artificial intelligence: An exploratory study of the cognitive, emoti-
                     onal, and behavioural dimensions of ai attitudes. Education Sciences, 14(9).
                     https://doi.org/10.3390/educsci14090988
                  Kharroubi, S. A.,Tannir, I.,Abu El Hassan, R.,inBallout, R.(2024). Knowledge,
                     attitude, and practices toward artificial intelligence among university stu-
                     dents in Lebanon. Education Sciences, 14(8). https://doi.org/10.3390
                     /educsci14080863
                  Leite, H. (2025). Artificial intelligence in higher education: Research notes from
                     a longitudinal study. Technological Forecasting and Social Change, 215,
                     124115.
                  Licardo, M.,Kranjec, E., Lipovec, A.,Dolenc, K.,Arcet,B., Flogie, A., Plavčak, D.,
                     Ivanuš-Grmek, M., Bednjički Rošer, B., Sraka Petek, B., in Laure, M. (2025).
                     Generativna umetna inteligenca v izobraževanju: analiza stanja v primar-
                     nem, sekundarnem in terciarnem izobraževanju. Univerza v Mariboru, Uni-
                     verzitetna založba.
                  Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., in Pechenkina, E. (2023).
                     Generative AI and the future of education: Ragnarök or reformation? A pa-
                     radoxical perspective from management educators. International Journal
                     of Management Education, 21(2), 100790.
                  Maala, G. L. I., Montoya, L. M., Pampan, F. N., Cahapin, E., Anciro, E., in Malabag,
                     B. (2024). Exploring the impact of AI tools on student learning through text
                     mining. Journal of Interdisciplinary Perspectives, 2(12), 76–81.
                  Malmström, H.,Stöhr,C., in Ou, A.W. (2023). Chatbots and other AI for learning:
                     A survey of use and views among university students in Sweden. Chalmers.
                  Martzoukou, K., Fulton, C., Kostagiolas, P., in Lavranos, C. (2020). A study of hi-
                     gher education students’ self-perceived digital competences for learning
                     and everyday life online participation. Journal of Documentation, 76(6),
                     1413–1458.
                  Murdan, A. P., in Halkhoree, R. (2024). Integration of artificial intelligence for
                     educational excellence and innovation in higher education institutions. V
                     Proceedingsofthe20241stinternationalconferenceonSmartEnergySystems
                     and Artificial Intelligence(SESAI) (str. 1–6). Institute of Electrical and Electro-
                     nics Engineers.
                  Obenza, B.N., Caballo,J.H.S., Caangay, R. B. R., Makigod,T. E.C., Almocera, S.
                     M., Bayno, J. L. M., Camposano, J. J. R., Cena, S. J. G., Garcia, J. A. K., Labajo,
                     B. F. M., in Tua, A. G. (2024). Analyzing university students’ attitude and be-
                     havior toward ai using the extended unified theory of acceptance and use


                                                                            225
   220   221   222   223   224   225   226   227   228   229   230