When Artificial Intelligence Tools Meet “Non-Violent” Learning Environments (SDG 4.3): Crossroads with Smart Education

Valery Okulich-Kazarin (), Artem Artyukhov, Łukasz Skowron, Nadiia Artyukhova and Tomasz Wołowiec
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Valery Okulich-Kazarin: Faculty of Social Sciences and Humanities, Humanitas University, 41-200 Sosnowiec, Poland
Artem Artyukhov: Institute of Public Administration and Business, WSEI University, 20-209 Lublin, Poland
Łukasz Skowron: Faculty of Management, Lublin University of Technology, 20-618 Lublin, Poland
Nadiia Artyukhova: Faculty of Commerce, University of Economics in Bratislava, 852-35 Bratislava, Slovakia
Tomasz Wołowiec: Institute of Public Administration and Business, WSEI University, 20-209 Lublin, Poland

Sustainability, 2024, vol. 16, issue 17, 1-21

Abstract: This paper continues the series of publications of our interdisciplinary research findings at the crossroads of higher education sustainability (SDG 4.3), smart education, and artificial intelligence (AI) tools. AI has begun to be used by universities to increase the quality of higher educational services. AI tools are expected to help university teachers in the teaching process. Students also use AI to help them complete their tasks. At the same time, AI may threaten Sustainable Development Goal 4 (SDG 4). In particular, this is a “blank spot” in the study of AI and non-violent learning environments (SDG 4.3). The aim of the study was to verify competing statistical hypotheses. To achieve this aim, the authors used modern, economically sound methods. The authors processed the responses of 1102 students from eight Eastern European universities using a special electronic questionnaire. The authors statistically processed the student survey results and then tested a pair of conflicting statistical hypotheses. The authors adopted a standard level (α = 0.05) of hypothesis checking. Testing statistical hypotheses led to obtaining two statistically substantiated new scientific facts: (1) The requirement for “non-violent” learning environments does not meet some students’ needs. (2) The number of these students can be up to 31.94%. Summary: The new scientific facts are helpful for further developing world pedagogical theory and practice. They are the basis for forecasting and preparing for managerial actions aimed at SDG 4.3.

Keywords: artificial intelligence tools; “non-violent” learning environments; smart education; university student; learner; SDG 4.3 (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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