Search Results (77)

The rapid expansion of generative artificial intelligence (AI) is transforming higher education and creating new opportunities that are associated with the development of perceived professional competencies. At the same time, the accounting profession increasingly requires graduates who can evaluate sustainability disclosures and form informed judgments regarding sustainability-related information. However, limited research has examined how AI-supported learning relates to sustainability-oriented decision-making capabilities in accounting education. Drawing on Decision Support Systems (DSS) theory and constructivist learning theory, this study examines the associations between generative AI-supported learning and students’ perceived sustainability judgment capability. Specifically, the study investigates the mediating roles of perceived critical thinking and perceived sustainability knowledge, as well as the moderating role of AI literacy. A quantitative, cross-sectional research design was employed using self-reported survey data collected from 721 accounting students, and the proposed relationships were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that generative AI-supported learning is positively associated with students’ perceived critical thinking and perceived sustainability knowledge. In turn, both constructs show significant positive relationships with perceived sustainability judgment capability, with perceived sustainability knowledge demonstrating a stronger association. Additionally, AI literacy strengthens the relationships between generative AI-supported learning and the cognitive constructs. Importantly, the study captures students’ self-reported perceptions of their cognitive and judgment-related capabilities and does not assess objective cognitive performance or demonstrated judgment ability. The study contributes to the literature by positioning generative AI as an educational decision-support mechanism associated with perceived sustainability-oriented judgment capability through cognitive pathways, while highlighting the importance of aligning theoretical claims with perceptual measurement approaches. Full article

Artificial intelligence (AI) is transforming the modern workplace by offering unprecedented opportunities to enhance employee creativity and organizational innovation. In the context of digital transformation, organizations are striving to ensure sustainable performance; however, research remains limited on how perceived AI fairness and attitudes toward AI jointly influence creativity. Grounded in Social Exchange Theory and the Technology Acceptance Model, this study proposes a moderated mediation model to examine how perceived AI fairness shapes employees’ attitudes toward AI and, in turn, their creativity, with gender acting as a moderator of the relationship between fairness perceptions and attitudes toward AI. Data were collected from 214 highly skilled employees from diverse cultural backgrounds working in technologically advanced environments. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), the findings reveal a positive association between perceived AI fairness and creativity. Attitudes toward AI partially mediate this relationship; however, gender does not exert a significant moderating effect. The findings highlight the importance of AI fairness, reinforced by positive attitudes toward AI, in enhancing employee creativity. They also underscore the need for responsible and equitable AI practices and provide context-specific insights into the ethical challenges of AI in socio-technologically vulnerable environments. Finally, the findings point to a shift toward a more egalitarian and inclusive organizational landscape, in which gender differences become less salient in the context of digital transformation. Full article

Unmanned Aerial Vehicle (UAV), particularly rotary-wing platforms such as quadcopters and octocopters, has evolved from controlled remote sensing platforms into autonomous agents capable of active task execution. This evolution from collect-then-analyze workflows to closed-loop perception, reasoning, and action signifies a paradigm shift toward Embodied AI, unlocking opportunities for the low-altitude economy. However, current research on UAV Embodied AI (UAV-EAI) often implicitly frames the field as a direct extension of indoor robotics or autonomous driving, which overlooks the fundamental distinctions of aerial agents. To bridge this gap, we introduce a comparative framework contrasting UAV-EAI with Indoor-EAI and Autonomous Driving Embodied AI (AD-EAI). By systematically decomposing the domain into nine key dimensions, we (i) analyze core tasks such as perception, localization, and exploration; (ii) review enabling infrastructure, including simulators and datasets; and (iii) categorize modeling methods ranging from physics-centric control to cognition-centric models. Our analysis demonstrates that the convergence of 6-DoF motion space, kilometer-scale unstructured environments, and stringent on-device constraints establishes a research regime qualitatively different from ground-based agents. These factors significantly impede the migration of existing VLM/LLM-based embodied systems for UAVs. Finally, we summarize open challenges and outline promising directions for the next generation of UAV-EAI. Full article

Artificial intelligence (AI) systems and tools are increasingly reshaping educational practices. This study examines perspectives shared in student-focused online communities on AI’s impact on education, comparing those of computer science (CS) and business students through an analysis of Reddit posts. Using natural language processing (NLP), sentiment analysis, and Latent Dirichlet Allocation (LDA) topic modeling, we analyzed 1108 posts collected from six subreddits. Results reveal distinct thematic focuses: CS students emphasize technical aspects, including programming efficiency, coding assistance, and concerns about job displacement, while business students focus on decision-making enhancement, financial analysis applications, and operational efficiency. Sentiment analysis indicates that the Business/Finance-oriented corpus is slightly more positive than the CS-oriented corpus (51.9% vs. 50.1% positive). The CS-oriented corpus also contains a higher proportion of negative posts (36.0% vs. 33.2%). These differences reflect discipline-specific epistemological frameworks shaping AI perception. The findings provide educators with guidelines for developing tailored AI integration strategies that address discipline-specific concerns and opportunities. This study contributes to understanding how academic background influences perceptions of AI in education, offering insights for curriculum design and policy development. Full article

The aim of this study was to design and validate a questionnaire to assess students’ perceptions of the use of Artificial Intelligence (AI) tools in academic tasks (PEHIA-TA). To determine the psychometric properties of the PEHIA-TA, a descriptive, exploratory and confirmatory factor analysis was carried out. The sample used in this study consisted of 546 students. The results confirmed that it is a valid and reliable scale with a five-factor structure: “Uses of Artificial Intelligence (AI)” (student opinion, knowledge and experience in relation to AI); “Perceptions of skills needed to use AI” (type of skills they consider necessary to work with this type of tool); “Plagiarism and lack of academic integrity” (issues related to what the student considers plagiarism and lack of academic integrity in order to identify possible risks or associated moral dilemmas); “Perception of the benefits of AI” (assessment of the beneficial aspects of the use of AI in the academic context by students); and “Perception of the problems of AI” (analyses how students assess the problems associated with the use of AI tools in the development of their tasks). The instrument allows for the traceability of training needs in digital literacy, as well as the formulation of institutional policies on the use of AI that contribute to the prevention of behaviours associated with academic dishonesty and ensure critical reflection by students on the risks and opportunities of AI in their educational process. Full article

The increasing integration of Generative AI (GenAI) into higher education, particularly in the domain of language teaching, presents both opportunities and challenges. While AI-powered tools such as ChatGPT-5 can support language learning by generating personalised content which enables real-time interaction and feedback, they also risk perpetuating biases embedded in training data. These biases can appear in linguistic, cultural or socio-political forms, reinforcing stereotypes and influencing language norms. Therefore, equipping students and educators with strategies to critically assess AI outputs is essential for ethical and responsible AI use in language education. While recent research highlights the risks of algorithmic bias, less attention has been given to the perceptions and attitudes of pre-service teachers, whose future practice will shape classroom uses of these technologies. This exploratory pilot study adopts a survey-based approach to examine pre-service teachers’ baseline awareness of bias in artificial intelligence, with particular attention to linguistic and cultural dimensions Data were collected through an online questionnaire administered to 65 undergraduate students enrolled in Primary Education degree programmes. The study documents baseline perceptions prior to any instructional intervention and provides preliminary empirical evidence to inform the future design of pedagogical strategies aimed at developing critical AI literacy in teacher education. Full article

Generative AI (GenAI) in education has become a divisive topic. While some teachers view GenAI as a transformative tool, others caution against harms and impacts on teaching and learning. Since the usefulness of a tool depends on the user, how teachers view and use GenAI and their perceptions of its role in teaching and learning may influence its benefits and risks. The study adopts a qualitative approach, interviewing 23 higher education teachers with teaching experience across disciplines. Using the Technological, Pedagogical, and Content Knowledge (TPACK) and sensemaking frameworks to guide and analyse the interviews, a set of opportunities, challenges, and threats associated with integrating GenAI in higher education was identified. Teachers highlighted opportunities, including using GenAI as a study buddy. Concerns were raised about students’ overreliance on GenAI, GenAI undermining the teaching and learning process, and issues like undetected plagiarism. The findings suggest a need for professional development to help teachers understand GenAI and how it can be effectively used in teaching. Some teachers warned against the paradox of using a tool to save time, only to find that it might increase workload and frustration. These insights contribute to developing guidelines and informing policymaking to ensure integration of GenAI in education. Full article

The rapid development of artificial intelligence (AI) has intensified debates regarding its impact on the labor market, specifically concerning the potential for replacement versus the augmentation of human labor. While the existing literature highlights both the opportunities and risks associated with AI, research conducted by faculty in academic settings focuses predominantly on academic integrity, paying limited attention to AI readiness and/or anxiety related to labor market entry. This study aims to compare the perceptions of students and faculty in Romania regarding the impact of AI on employment, exploring the role of personal and organizational readiness in shaping these attitudes. The research is based on an empirical approach utilizing a questionnaire applied to a sample of 271 respondents, consisting of 197 students and 74 faculty members. Data analysis included descriptive and inferential methods, such as Chi-square tests and binary logistic regression, and was theoretically grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT) and Social Cognitive Theory (SCT). The results indicate significant differences between students and faculty regarding general attitudes toward AI, with students manifesting higher levels of concern regarding job replacement. However, both groups converge in their functional definition of AI as a major factor in labor transformation, suggesting an evaluative rather than a cognitive difference. Multivariate analyses show that personal readiness and the perception of organizational readiness are the primary predictors of a positive attitude toward AI, while demographic variables lose statistical significance when these dimensions are controlled. This study contributes to the literature by highlighting that AI-related anxiety is not inherently determined by demographic characteristics but represents a malleable state shaped by individual competencies and institutional conditions. The findings underscore the strategic role of universities in reducing perceptions of replacement and facilitating the transition to an AI-augmented labor market through training policies, adequate infrastructure, and transparent institutional communication. Full article

Background: Artificial intelligence (AI) is increasingly being integrated into healthcare, with applications ranging from predictive analytics to clinical decision support. In clinical nutrition, AI tools offer opportunities to improve workflow efficiency, enhance dietary assessment, and personalize nutrition care. Despite growing interest, little is known about registered dietitian nutritionists’ (RDNs) perceptions of AI in clinical practice. The aim of the present study was to assess RDNs’ attitudes toward AI use within a large healthcare system, along with their perceived barriers in this regard. Methods: A cross-sectional survey was developed through expert review and distributed electronically via REDCap to RDNs across Mayo Clinic’s academic campuses and affiliated health system sites. The 23-item survey included Likert-scale items addressing AI’s potential utilization within clinical care, perceived benefits and risks, and readiness for adoption. Responses were summarized using descriptive statistics. Factor analysis identified underlying constructs related to AI attitudes. Differences stratified by age and years of experience were evaluated using ANOVA. Results: Of the 185 RDNs invited, 64 (35%) responded. Two factors emerged: optimism regarding AI usage (Cronbach’s α = 0.94) and skepticism about implementation (α = 0.76). The overall mean ± SD score for optimism was 0.1 ± 0.6 (neutral), while skepticism averaged 1.0 ± 0.6 (moderate). Skepticism differed by years of experience (p = 0.012), with the lowest levels observed among RDNs with ≥21 years of practice. No significant differences were observed across age groups. Discussion: RDNs demonstrated neutral attitudes toward AI use but expressed concerns about accuracy, training, and implementation challenges. Addressing these concerns through education and structured implementation strategies may facilitate successful adoption of AI in dietetic practice. Full article

Retaining the green workforce, employees driving sustainability and environmental innovation, is essential for organizational resilience and long-term environmental goals. While prior Green HRM research has primarily relied on survey-based methodologies and theoretical frameworks to examine retention factors, these approaches lack predictive capability and fail to provide actionable, employee-specific insights. This study advances beyond descriptive and correlational analyses by employing explainable artificial intelligence (XAI) to develop a transparent, data-driven framework for identifying attrition drivers and quantitatively evaluating retention strategies. Unlike existing studies that rely on self-reported perceptions, our approach leverages objective HR data and machine learning to predict individual-level attrition risk with calibrated probabilities. Leveraging the IBM HR Analytics dataset as a proxy for sustainability-focused roles, we construct an interpretable logistic regression model with strong predictive performance and isotonic regression calibration. Global and local interpretability techniques, including SHAP, LIME, and permutation importance, show that non-monetary factors, such as excessive overtime, frequent business travel, and limited promotion opportunities, have a greater impact on turnover risk than salary levels. These findings align with Green Human Management (Green HRM) principles, which emphasize work–life balance and employee well-being. Crucially, our policy simulation framework, absent from prior Green HRM studies, demonstrates that eliminating overtime could reduce predicted attrition probability by 17.35% for affected employees, potentially retaining 31 staff members, substantially outperforming modest salary adjustments. This work expands the value of predictive AI into HR analytics by consolidating HR analytics with Green HRM through a novel methodology that bridges the gap between prediction and actionable intervention. It represents the first systematic integration of XAI-based predictive modeling with counterfactual policy simulation in environmentally conscious sustainable organizations. Full article

This study investigates managers’ perceptions of digitalization and artificial intelligence (AI) adoption within the framework of Industry 4.0, emphasizing the relationship between technological modernization, organizational culture, and sustainability. Drawing on empirical data collected in 2025 from 150 Romanian companies ’managers by applying a structured questionnaire, followed by a multivariate analytical approach supported by the Benjamini–Hochberg correction, the research identifies critical managerial perceptions that influence the success of digital transformation. The findings show that managers recognize digitalization as a strategic opportunity for process optimization and competitiveness. At the same time, they perceive it as a structural challenge driven by legacy systems, financial constraints, and limited digital competencies. Similarly, managers view AI as a valuable tool for data analysis and market forecasting, while also expressing concerns related to ethical, technical, and cybersecurity risks. The study further reveals managerial ambivalence toward Industry 4.0. Although automation and IoT are considered inevitable for maintaining competitiveness, their implementation remains constrained by logistical and cultural barriers. By integrating technological, organizational, and human dimensions, this research contributes to the literature on sustainable digital transformation. It provides an in-depth understanding of how managerial perceptions mediate the balance between innovation, responsibility, and long-term resilience. Finally, the results offer actionable insights for policymakers and business leaders seeking to align digitalization and AI initiatives with sustainable development objectives. Full article

This paper examines students’ perceptions of factors influencing normative support for the integration of AI Chatbots in universities, providing an empirical basis for developing institutional policies and implementation strategies in higher education. Framed within the sustainability perspective, the study examines how ethical, cognitive, and perceptual factors shape the long-term adoption of AI technologies in academic environments. Our study employs a structural model comprising 10 constructs, 46 items, and 9 hypotheses, tested on a sample of 408 economics students from Timisoara. The research identifies AI literacy as the most influential factor in the formal integration of these technologies in universities. The following factors have a direct impact: teacher perception, student perception, and cognitive risks (reliance on AI Chatbots and avoidance of intellectual effort). Use for personalized learning is a factor with a significant direct effect on positive perceptions and intentions to use AI Chatbots among students. Academic integrity risks, as well as limitations on accuracy and reliability, have no significant impact. AI Chatbots represent an essential opportunity to transform higher education. However, their positive impact is realized only through responsible formal integration, grounded in ethical policies, adequate digital education, and the adaptation of pedagogical practices. Universities must regard AI as a strategic ally for teachers and students, while keeping human interaction, critical thinking, and academic integrity at the centre of the educational process. The study argues that students’ perceptions are that universities must approach AI Integration as a strategic component of sustainable educational ecosystems, aligning innovation with long-term academic integrity and the objectives of sustainable development, particularly Sustainable Development Goal 4 (Quality Education). Full article

AI-enabled technology (AI) has a transformational role in our modern society because it is increasingly used as an interaction partner, making anthropomorphism (tendency to ascribe human features to non-human agents) a central mechanism shaping how people evaluate, accept or resist AI systems. Existing technology acceptance models and anthropomorphism frameworks, however, offer limited guidance on how human-like attributes of AI translate into perceptions of usefulness, perceived control, perceived opportunity or threats, particularly across different levels of AI autonomy. Building on the theory of planned behavior, the technology acceptance model and threat rigidity model, this paper develops a mid-range conceptual framework of AI anthropomorphism grounded in universal social perception dimensions of warmth and competence. We integrate fragmented research to derive three core propositions and four corollaries that specify how warmth and competence attributions shape evaluative cognitions in relation to AI. The framework further identifies AI autonomy as a boundary condition under which anthropomorphic cues may either facilitate acceptance or trigger perceptions of pseudo-empathy, cognitive superiority and identity threat. By offering a parsimonious, theoretically informed model, this paper clarifies when anthropomorphism fosters acceptance versus resistance in human–AI interaction and provides a structured agenda for future empirical research and AI design aimed at fostering synergies and resilience in human–AI ecosystems. Full article

The integration of large language models (LLMs) such as GitHub Copilot, ChatGPT, and DeepSeek into programming education has introduced a new form of human–AI collaboration. These tools provide real-time code suggestions, debugging assistance, and design support, yet their effects on learning, trust, productivity, and coding practices remain underexplored. We surveyed 248 students to examine relationships among these constructs, usage patterns by programming experience and academic level, the most frequently used assistants and programming languages, group differences in perceived learning and coding practices, and the extent to which learning, trust, and coding practices predict productivity. Students reported high adoption of ChatGPT and Python, generally positive perceptions of learning and productivity, and significant positive correlations among all constructs. Kruskal–Wallis tests indicated no significant differences in perceived learning across Basic, Intermediate, and Expert programmers, nor in coding practices across academic years (Years 1–4). Multiple regression showed that learning, trust, and coding practices jointly explained a substantial proportion of productivity variance (R² = 0.628). These findings emphasize both opportunities and risks of AI integration and offer guidance for educators aiming to integrate AI tools while maintaining pedagogical rigor. Full article

Background: This study examined how patients and caregivers perceive and experience AI-based care technologies through text mining analysis. The goal was to identify major themes, sentiments, and value-oriented interpretations embedded in their narratives and to understand how these perceptions align with key dimensions of patient-centered care. Methods: A corpus of publicly available narratives describing experiences with AI-based care was compiled from online communities. Natural language processing techniques were applied, including descriptive term analysis, topic modeling using Latent Dirichlet Allocation, and sentiment profiling based on a Korean lexicon. Emergent topics and emotional patterns were mapped onto domains of patient-centered care such as information quality, emotional support, autonomy, and continuity. Results: The analysis revealed a three-phase evolution of care values over time. In the early phase of AI-mediated care, patient narratives emphasized disruption of relational care, with negative themes such as reduced human connection, privacy concerns, safety uncertainties, and usability challenges, accompanied by emotions of fear and frustration. During the transitional phase, positive themes including convenience, improved access, and reassurance from diagnostic accuracy emerged alongside persistent emotional ambivalence, reflecting uncertainty regarding responsibility and control. In the final phase, care values were restored and strengthened, with sentiment patterns shifting toward trust and relief as AI functions became supportive of clinical care, while concerns related to depersonalization and surveillance diminished. Conclusions: Patients and caregivers experience AI-based care as both beneficial and unsettling. Perceptions improve when AI enhances efficiency and information flow without compromising relational aspects of care. Ensuring transparency, explainability, opportunities for human contact, and strong data protections is essential for aligning AI with principles of patient-centered care. Based on a small-scale qualitative dataset of patient narratives, this study offers an exploratory, value-oriented interpretation of how relational care evolves in AI-mediated healthcare contexts. In this study, care-ethics values are used as an analytical lens to operationalize key principles of patient-centered care within AI-mediated healthcare contexts. Full article