Deep Analysis of Higher Education Students' Attitudes Towards Artificial Intelligence
Authors
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František Ribní
AffiliationDoctoral School of Education, ELTE Eötvös Loránd University, Budapest, Hungary Since 2024, Ferenc Ribní has been working at the Department of Technical Education of the Budapest University of Technology and Economics. In parallel, he is a doctoral student at the Doctoral School of Education at Eötvös Loránd University. Alongside his academic activities, he also teaches at the Petrik Lajos Vocational Training Institution. His main research interests lie in educational theory, with a particular focus on the role and development of soft skills, as well as the theoretical and practical implications of artificial intelligence in education. By integrating these domains, his work aims to explore how AI-driven approaches can foster the development of essential transversal competences in both vocational and higher education contexts.
Abstract
This paper synthesises research (Ribní, 2025a; Ribní, 2025b) focused on exploring the dynamics of
human-machine interaction, aiming to develop a deeper and more nuanced understanding of the
complex processes involved and the relationship between humans and artificial intelligence (AI).
The aim of our study is not only to map students' perceptions and practices regarding AI in higher
education, but also to demystify the concept of AI, i.e., to dispel misconceptions about the
technology. AI is not viewed as a mystical entity, but rather as an extension of human knowledge and
creativity. This technology is not merely an innovation but also presents a cultural and philosophical
challenge: how can we understand human nature and society through our relationship with AI? The
present paper seeks to explore AI as a new arena for modern education, based on students'
perceptions.
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