Jasmina Okičić
- University of Tuzla, Faculty of Economics, Urfeta Vejzagića 8, 75000 Tuzla, Bosnia and Herzegovina
Sabina Đonlagić Alibegović
Amila Pilav Velić
- University of Sarajevo, School of Economics and Business in Sarajevo, Trg oslobođenja Alija Izetbegović 1,
Abstract:
Artificial intelligence is rapidly transforming higher education, continually oscillating between its innovative potential and concerns over academic integrity. While universities are expected to develop policies addressing ethical and pedagogical challenges, many institutions have yet to implement clear guidelines. To extract the dimensions of students’ perceptions of generative AI, the authors primarily used exploratory factor analysis. By using the exploratory factor analysis three key dimensions were revealed, i.e. 1) awareness and familiarity with AI tools, shaped both by personal exposure and institutional practices 2) institutional engagement and guidance, emphasizing the degree to which professors integrate AI in teaching and the demand for clearer instructions on its use and 3) concerns ranging from perceived risks of misuse and violations of academic integrity to recognition of AI’s educational value. These findings imply the urgent need for universities to establish transparent AI policies and provide guidance, ensuring that students can engage with AI tools ethically and effectively.
International Scientific Multidisciplinary Conference: AI for a Smarter Tomorrow - AI-SMART , September 25-26, 2025
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