The impact of micro- and macro-level educational environments on the use of artificial intelligence in education

2.2. Students characteristics

The student profile and their relationship to AI technology strongly influence both the methods and success of AI implementation in education. Differences in digital literacy, prior experience, and attitudes toward technology shape students’ readiness for learning with AI support.

Students with more developed digital skills often demonstrate greater confidence and willingness to experiment, while those with less experience require additional support, a clear framework, and tailored instructions. Motivation and perception of technology are equally important – if students view AI as a tool that facilitates understanding and learning, their engagement and interest in the content increase.

Teachers can address these differences by implementing personalised learning paths and adaptive systems. For example, in the online course “Artificial Intelligence in Education,” learners first assess their digital competencies and select either a basic or advanced module based on the results. The AI system then provides content in multiple formats – text, video, and interactive – allowing students to learn according to their preferences and pace.

This approach not only increases learning efficiency but also fosters trust in AI as a support for teachers, strengthening the partnership between students and technology.

Example:

• An instructor leads the online course “Artificial Intelligence in Education” for 30 teachers from various fields (STEM, social sciences, and humanities) to introduce them to the possibilities of applying AI in teaching.

• Some students have a high level of digital literacy and already use AI tools such as ChatGPT, while others have no previous experience. The instructor uses a self-assessment tool for digital competencies and offers two parallel modules – basic and advanced – so everyone can learn according to their knowledge.

• Some students are highly motivated and open to technology, while others are skeptical and concerned about automation. The instructor includes a forum for exchanging opinions on the advantages and challenges of AI, encourages open discussion, and provides examples where AI supports, rather than replaces, the instructor’s role.

• Students prefer different learning styles – some learn better by watching videos, others by reading texts, and others through practical tasks. The instructor uses an adaptive learning tool that offers content in multiple formats (text, video, interactive quizzes), tailored to individual preferences.

• Some students have special educational needs, such as reading difficulties or limited English proficiency. The instructor uses AI tools to translate and summarise texts, convert content to audio format, and use visuals to make content accessible to everyone.

Questions to consider:

• How do differences in students’ digital literacy and attitudes affect the way you use technology in your classroom?

• What approaches could you take to increase students’ sense of competence and confidence in using AI?