Reports
REPORT - Artificial Intelligence in Education: Barriers to Implementation, Fear of Replacement, Impact on Student Stress
One of the key questions for the future transformation of education is how exactly Artificial Intelligence will shape the educational landscape and way that we teach and study. Various dimensions of AI’s effects on education are currently actively discussed.
Thus, it is assumed that AI may change the role of universities, since it stimulates the emergence of alternative educational institutions and significantly increase competition on the educational market.
For professors, fundamental changes are also discussed, forecasts range from moderate — suggesting that AI will take over routine work and serve as a valuable assistant of professors — to more radical predictions such as replacement of professors by AI-driven teaching.
Overall, despite the active interest in the topic, there is still a lot that remains unclear, which needs to be studied and implemented in the practical work of education. To cover gaps and address open questions, we have examined different aspects of the relationship between education and Artificial Intelligence.
- “AI supports the learner-centric approach: are business schools ready for change?”
- “Fear of Educators Replacement by AI: Students Perspective in the Management Education Settings”.
- “The Role of AI in Reducing Students’ Stress Through Gamification.”
Based on these studies, we have developed recommendations for the process of implementing AI in education; for overcoming the fear of replacing professors by AI; for reducing student stress using AI in the educational process.
REPORT - The Role Of Collaboration and Collaboration Technologies in The New Work Landscape
One of the goals of the Collaboration and Educational Technology Hub project was to explore how to best foster collaboration in the context of technology use — on the one hand, to ensure that various stakeholder groups benefit, and on the other, to support the ethical, transparent, and well-being-centered development of both collaboration and technologies.
Our task was to approach this issue from multiple perspectives in order to gain a comprehensive understanding. In doing so, we examined various aspects of the interplay between collaboration and technology. One of the key focuses of the project was to develop a deeper understanding of the role of collaboration technologies in the new work landscape, as well as the role of collaboration itself. Another important objective was to highlight both the benefits and challenges of using technology in collaboration settings.
Within the project, we employed a range of research designs — quantitative approaches to identify relationships between factors, and qualitative methods to gain a deeper understanding of the phenomena. Among the qualitative methods used were focus groups. As part of the Collaboration and Educational Technology Hub project, a series of focus groups was conducted.
These focus groups enabled to gain a richer and more nuanced understanding of the role of collaboration technologies in today’s work environment, as well as perceptions of both technology and collaboration. This approach revealed deep and often unexpected insights — the kind that emerge particularly well in focus group settings. Moreover, the group-based nature of this method fosters interaction that helps participants recall more, notice details, and generate new ideas collaboratively.
REPORT - Work After Work: Digital Intrusion into Personal Time and Strategies for Coping.
As part of the Collaboration and Educational Technology Hub project, an important task is to determine how technologies influence different aspects of users’ lives, well-being, and overall user experience. Without this understanding, it is difficult to build an effective collaboration strategy for technology integration.
Given this, the primary objective of this study is to identify real scenarios of how people interact with technologies, determine key challenges, behavioral patterns, and emotional responses, and develop recommendations for improving these experiences.
This research was based on a series of interviews. The main focus was placed on personal usage scenarios, emotions, and individual behavioral strategies.
The study is intended for multiple groups of stakeholders: Educators, who need to account for user reactions to technologies when designing educational products; EdTech experts, for whom understanding user responses is essential to developing effective models of technology adoption; Users themselves, who may benefit from strategies to regulate technological stress and establish a healthy balance in their use of technology.
The report is structured as follows: a brief description of the research design, an analytical section based on the interviews, key findings, and recommendations.
REPORT - Digital Technologies and Education
CLICK HERE TO VIEW THE REPORT
In our research conducted within the framework of the MUSA project, we undoubtedly aimed to provide theoretical contributions, however, as always, theoretical prospective are rooted in real-world practical challenges. Thus, our studies are dedicated to addressing practical questions and serving as a foundation for the development of practical recommendations. The major aim of our MUSA project is to establish a Collaboration and Educational Technology Hub. To do so, 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 role of technology in students' learning experiences.
In this vein, we examine several dimensions of technology impact on students’ experience during the educational process: students’ performance, students’ wellbeing, effectiveness, creative thinking, and curiosity.
“(Ir)Responsible Uses of Digital Technologies in Business Education Interruptions or Engagement”
“The Double Edge Sword of Tech-Based Microbreaks During Classes”
“Leveraging
Computer-Based Simulation to Foster Curiosity, Knowledge Integration and Self
Efficacy in Business Education”
Based on these studies, we have developed recommendations for university leaders, programme managers, educators, university IT department, partner companies of universities, digital educational platforms.
REPORT - Collaboration and Stakeholders-Driven Approach
In the Collaboration and Educational Technology Hub project, both technology and collaboration play a vital role. For effective collaboration, it is essential to create a participatory strategy that ensures that all stakeholders actively engage in collaboration. To achieve this, it is crucial to understand the phenomenon of the stakeholders-driven approach as well as concept of collaboration and the benefits it offers to stakeholders.
Below we describe the stakeholders-driven approach to outline the range of stakeholders who can participate in the creation of educational products. Then we demonstrate how collaborations influence the introduction of innovations, including digital technology.
The recommendations presented in this report are based on the results of several studies:
“Stakeholders-Driven Approach in Executive Education”. This study (literature review) aims to understand the main approaches to identifying key stakeholder groups and the benefits of a multi-stakeholder approach to education. “Collaborations as a Source of Innovations and Strengthening Social Performance in Nonprofit Organization Settings: The Case of Museums”. This research is focused on the role of collaborative orientations of the organisation on the introduction of innovations. The analysis showed that collaborative activity stimulates the introduction of innovations (both technological and product). In addition, collaborations significantly help organisations to make a social contribution, i.e., increase the social performance of the organisation.
Based on these studies, we have developed recommendations regarding incorporation of different stakeholder perspectives, collaborative governance, common values, strategical collaborative projects.