Projects
- Project: “Mobile Technology Use in the Classroom”.
(“The Double Edge Sword of Tech-Based Microbreaks During Classes”)
Description of the project: To establish a Collaboration and Educational Technology Hub, it is essential to gain a deeper understanding of technology's impact on the educational process. This comprehension is vital for identifying best practices and strategies for integrating technology in education, while considering student responses. In this vein, we consider the effects of technology on individual outcomes and student performance, the efficacy of technology in enhancing individual-level components of student well-being: vigour (sense of pleasure) and fatigue (cognitive fatigue).
Project: “Generative AI and Management Education. Demand Side Perspective”
(“Fear of Educators Replacement by AI: Students Perspective in the Management Education Settings”)Description of the project: special attention is paid to Generative AI as a technology that has had a significant impact on the development of education. This project expands our understanding of how students response to technology implementation in education. This project also aims to uncover students' attitudes towards the integration of AI technologies into the educational process, including instruction provided by AI systems and AI replacement of professors Additionally, the project allows to understand if there is a fear of AI replacing professors. This understanding is crucial for identifying best practices and typical behavior patterns of stakeholders.
The book chapter “Fear of Educators Replacement by AI: Students Perspective in the Management Education Settings” was submitted to the Book "Perspectives and Challenges of Management Education"
Project:“(Ir)Responsible Uses of Digital Technologies in Business Education Interruptions or Engagement”.
Description of the project: Technological innovations are often implemented without considering this aspect or with insufficient attention to it. To examine the issue of responsible application of technological innovations in education, we conducted the project “(Ir)Responsible Uses of Digital Technologies in Business Education: Interruptions or Engagement”. Within the project, a theoretical model was developed, a literature review was completed, data were collected, data analysis was carried out, and a book chapter was prepared.
Caporarello, L., Magni, M., & Trabskaia, I. (2025). (Ir) Responsible Uses of Digital Technologies in Business Education. Interruptions or Engagement?. In Technologies for Organizations and Society: Balancing Sustainable Innovations and Social Implications (pp. 405-419). Cham: Springer Nature Switzerland.
- Project: “The Role of AI in Reducing Students’ Stress Through Gamification”.
Description of the project: an important question is how AI affects students’ well-being. In this regard, we examined the impact of AI on student stress, with the moderating effect of gamification. Within this thematic direction, two studies were conducted. The first one was a qualitative study based on interviews, which was presented at the TREO conference. The second study is quantitative; questionnaires were developed and data collection is currently underway. Partial least squares structural equation modeling (PLS-SEM) will be applied. The study contributes to cognitive overload theory and person–environment fit theory, as well as to the understanding of the technostress phenomenon (techno-complexity, techno-uncertainty), by demonstrating both the direct and the indirect (via gamification) effects of AI on student stress.
- Project: “Communication and Innovation: the Role of AI in Managing Cultural Differences”.
Description of the project: Navigating cultural differences is one of the most prominent obstacles, which can influence the success of communication. To address this issue, a study was designed. This study offers insights into how AI influences the negotiations within cultural contexts and impacts outcomes. The main research question of the study is how does AI help to better understand and feel another culture through the mechanisms of intercultural empathy and how, in turn, increasing intercultural empathy contributes to improving the outcomes of negotiations?
This study employs an experimental design to assess the impact of AI use on negotiation outcomes and perception of culture. The experiment involves negotiations conducted with an AI agent trained in the nuances of negotiations. A control group will conduct negotiations without the involvement of AI, with human-human model.
- Project: “Team Process Innovation in The New Work Landscape: The Role of Feedback Climate and Empowerment in Dispersed Settings”.
Description of the project: The widespread diffusion of information and communication technologies, along with post-pandemic work arrangements, has led organizations to increasingly utilize dispersed teams to integrate knowledge across various locations. Our study explores how team dispersion affects the development of team feedback climate for fostering continuous learning and, in turn, team’s process innovation. Using survey data from 594 team members and leaders, as well as objective data across 123 teams, the study highlights that the lack of co-location hinders effective feedback climate, which is essential for fostering teams’ ability to continuously learn and innovate. Additionally, it examines how team empowerment can mitigate the negative effects of dispersion by providing greater control to team members. Our findings underscore the importance of feedback climate and suggest that empowerment can alleviate the negative effects of dispersion, offering valuable insights for managers and organizations to reap the advantages of new distributed work models and alleviate the liabilities.
- Project: “From Environmental and AI Anxiety to Hope: How Business School Pedagogy Transform Uncertainty into Hope”.
Description of the project: The project is aimed at examining another important aspect of integrating technologies into education and collaborative interaction – the role of anxieties and hopes.
Today we are experiencing growing future-oriented anxiety, which is becoming a serious problem affecting the decisions-making, behaviour, and well-being of individuals and society as a whole. In these conditions, the role of hope (especially active hope) is crucial, since it can be a life-giving medicine that sustains our strength to develop further and not fall into a state of hopelessness and indifference. In this settings, educational institutions may serve as mediator that support formation of hope.
To overcome previous literature shortcomings this study aims to address the question How do students learn to hope in conditions of uncertainty, what emotions predict hope and what is the role of education? (In contexts of uncertainty, how do anxieties and their associated emotional responses influence the development of passive versus active hope among management students, and what is the role of pedagogical practices in business schools in shaping this learning process?)
- Project: “Dark Side of AI: AI-Driven Education Impact on Increasing Global North-South Divide”.
Description of the project: In creating the Collaboration and Educational Technology Hub, one of the important tasks is internationalization – achieving an understanding of how it is possible to operate at the international level. Several aspects are essential for this, and they are addressed in our project. As mentioned above, one of the initiatives explores the role of intercultural differences. In the present project, however, we examine how innovations – in our case, artificial intelligence – influence either the reduction or the reinforcement of the divide between the Global North and the Global South.
This study examines the impact of AI integration in education on widening the Global North-South Divide. The research explores the contrasting effects of AI on development of education for Global North and South through the lens of just transition perspective.
The paper utilises a case study approach (n=4) focused on the impact of AI on education at universities in the Global North and South. Within the cases, the study examines and compare the access to AI technologies, digital infrastructure, financial accessibility, dependence on the technologies of Global North.
- Project: “The Future of Professorship – Who Will Teach in 2035?”.
Description of the project: This study examines the role of AI in education, with a focus on how the new generation of professors perceives AI’s introduction into teaching. The research explores future educators' attitudes toward AI, their levels of acceptance or resistance, intentions to use AI, and the innovative ways they propose to implement AI into educational process. Design. – The paper utilises a survey, complemented by foresight and scenario building approaches. Observed participants will include PhD students, early-career academic followers, and postdoctoral researchers who are intent to develop careers in academy. Results. The findings of the study suggest a nuanced forecast of the future roles of professors and AI in education, identifying which aspects of teaching are likely to be delegated to AI, which will remain human-driven, and how the new generation of professors perceives this transformation, witch skills should be developed by professors to support future human – AI collaboration.