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

At the level of an individual institution, the successful application of AI in education depends on several organisational elements:

• Technical infrastructure – A stable network, equipment, and tools are essential for the sustainable use of AI.
• Digital strategies – Clearly defined plans and goals support the systematic integration of AI.
• Teacher education – Ongoing support and professional development are crucial for the effective use of AI.
• Culture of innovation – Openness to new technologies encourages the active use of AI in educational practice.

Examples:

Technical infrastructure – For example, the university provides a fast and reliable Wi-Fi network, computer laboratories equipped with the latest software for AI applications, and access to cloud platforms that enable teachers, students, and other educational stakeholders to use AI tools and systems.

Digital strategies – The institution adopts a strategic digital transformation plan in which the goal of including AI tools and systems in the teaching process is clearly defined, with a schedule for training, investment in technology, and monitoring the success of implementation.

Teacher education – Regular courses and workshops for instructors on the use of AI in education, including practical examples, training on ethical aspects, and ways to adapt teaching with AI tools.

Culture of innovation – Encouraging instructors to experiment with new AI tools through incentive programs, recognition for innovative teaching approaches, and establishing internal networks for sharing experiences and ideas on AI applications.

A culture of innovation thus becomes the driving force of institutional digital transformation – it does not come from technology itself, but from people who are willing to understand, apply, and continually question its value in education.

Questions for reflection:

• To what extent is a culture of innovation in teaching encouraged at your institution?
• Are there formal or informal mechanisms that encourage the exchange of experiences and shared learning among teachers?