Students' Attitudes Towards Artificial Intelligence Across Disciplines in Higher Education

Authors

DOI:

https://doi.org/10.34190/ecel.24.1.3817

Keywords:

Artificial Intelligence (AI), Students, Attitudes, Innovation, Higher Education, Learning

Abstract

As artificial intelligence (AI) becomes increasingly integrated into higher education, it is crucial to understand how this affects students' learning. This study examines variations in students' cognitive, affective, and behavioral attitudes towards AI across different academic disciplines, with a comparative focus between students (n=104) in economics and administration and in health and social sciences. The increase in the use of AI tools raises important questions related to academic integrity, plagiarism, and the potential weakening of critical thinking. This study seeks to map these differences and explore how students perceive AI's impact on their learning process, with the aim of developing suitable teaching approaches for different student groups.

Author Biographies

Thale Charlotte Tveita, University of Inland Norway

Thale Tveita has worked as a assitant professor at Inland Norway University of Applied Sciences since 2021. She holds an academic background in experience design, marketing, and social sciences. Since 2024, she has led the research group The Music Business and Digitalisation.

Randi Elisabeth Hagen, University of Inland Norway

Randi Elisabeth Hagen (b. 1976)has worked as a senior adviser and assistant professor at Inland Norway University of Applied Sciences since 2016. She holds an academic background in didactics of culture and language subjects, as well as teacher training. She has worked extensively with topics at the intersection of pedagogy and ICT, such as universal design, online teaching, and artificial intelligence.

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Published

2025-10-17

Issue

Vol. 24 No. 1 (2025): Proceedings of the 24th European Conference on e‑Learning

Section

Work in Progress papers