RELATED LITERATURE
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1. Artificial Intelligence and the Future of Teaching and Learning
Students' attitudes toward learning with artificial intelligence are deeply influenced by how
these tools adapt to their unique needs and whether the technology remains under human
oversight. The Office of Educational Technology (2023) explains that adaptivity allows AI to act
as a toolset that builds on student strengths, yet many learners find the concept of
personalization imprecise, often viewing it as a simple automated "playlist" rather than a true
extension of their own voice and choice. Positive attitudes are more common when AI models
are asset-oriented, focusing on what a student can do and supporting neurodiverse learners
through multiple paths to success, rather than being deficit-based and focusing only on what a
student lacks. The use of Intelligent Tutoring Systems (ITS) further encourages engagement by
providing step-by-step adaptivity, offering feedback on the solution process instead of just
marking an answer as right or wrong. However, because AI models can be narrow and lack
"common sense" judgment, keeping humans in the loop is essential to prevent student isolation
and ensure the technology remains a credible resource.
A critical factor in shaping student perceptions is the duality of learning both with and about AI;
being aware of algorithmic bias, surveillance, and the potential for AI to narrow learning ensures
that students remain savvy, critical users. When AI is deployed as a culturally responsive tool
that protects data privacy and supports self-regulation, students develop a greater sense of
agency and a more favorable outlook toward the technology. Ultimately, involving students in
co-design processes for AI-enabled edtech can transform their attitude from passive users to
responsible stakeholders who see AI as a driver for human development and lifelong learning.
Source: U.S. Department of Education, Office of Educational Technology, Artificial Intelligence
and Future of Teaching and Learning: Insights and Recommendations, Washington, DC,
[Link]://[Link]/sites/ed/files/documents/ai-report/[Link]
2. Ethical Principles for AI in Educational Measurement
Johnson (2025) explains that there is an urgent need to ensure the responsible usage of
artificial intelligence as it rapidly evolves within the fields of measurement and learning. This
research proposes a principled framework designed to prioritize ethical considerations, fairness,
transparency, and educational integrity. The guidelines are grounded in a synthesis of widely
recognized principles and standards from leading organizations, including the National Institute
of Standards and Technology, the U.S. Department of Education, OECD, UNESCO, and the
International Test Commission.
The study highlights that AI has a dual impact on the educational experience, noting its
immense potential to enhance learning alongside its inherent risks. To manage these
challenges and protect student interests, the research emphasizes the importance of integrating
ethical and sustainable practices throughout all stages of AI implementation. This process
begins with initial development and continues through to post-deployment monitoring and
refinement. By focusing on fairness and bias mitigation, the framework aims to ensure that AI-
driven systems are equitable, valid, and reliable for all learners.
Johnson (2025) further notes that this approach is essential for fostering trust and safeguarding
individual rights within the academic community. The framework encompasses critical areas
such as privacy, security, explainability, and accountability. By emphasizing representative data
and stakeholder involvement, the goal is to prevent potential perils while unlocking the power of
technology to enrich lives from the classroom to the workforce. Ultimately, the research
concludes that by maintaining high ethical standards, AI can be harnessed as a driver of human
development to support individuals throughout their entire lifelong journey of learning
Source:[Link]
3. The Dual-Track Framework for AI Literacy and Intuition
Beau and Lazar (2025) explain that the emergence of generative artificial intelligence tools like
ChatGPT and Claude represents a pivotal moment for K–12 education. The study proposes a
strategic framework for AI integration that addresses both student development and teacher
implementation. On the student side, the focus shifts from simple technical fluency to
comprehensive AI literacy, which is the ability to understand, evaluate, and apply these tools
ethically and effectively. A central concept in this framework is AI intuition, described as a
hands-on, experience-based understanding that students develop through experimentation,
reflection, and guided exploration of AI systems.
The research highlights that AI should be used to support deep learning rather than replace it.
This is achieved through pilot initiatives where students use AI for creative exploration, literature
reviews in STEM seminars, and hands-on projects with tools like Google NotebookLM. To
ensure a positive student attitude toward these tools, the framework emphasizes the importance
of academic integrity and equitable access. Furthermore, the study notes that fostering an AI
Culture through extracurricular clubs and field trips helps students negotiate the psychological
and ethical questions raised by these technologies. Ultimately, the goal is to develop a
transferable roadmap where AI serves as a pedagogically meaningful partner in the production
and consumption of knowledge
Source:[Link]
WhitePaper_AI_October2025.pdf
4. The Pedagogical Roles and Scalability of Educational Chatbots
Sonderegger and Seufert (2022) explain that while the use of chatbots in the education sector is
still in its infancy, these tools have the potential to take over diverse roles such as teacher, tutor,
conversational partner, and learning analyst. The research highlights that the scalability and
adaptiveness of conversational AI allow for individualized learning support for all learners, which
can promote greater equality in education. By addressing success factors derived from
established learning theories, chatbots can enhance learning across three pedagogical
domains: individual, social, and analytic chatbot learning.
The study presents a conceptual framework that combines these pedagogical dimensions with
technological and content requirements to guide the design of AI-driven use cases. Within these
roles, chatbots act as support assistants or recommender systems that can offer collaboration
opportunities in various social settings. Ultimately, the framework provides an overview of how
AI can be designed to meet specific learning goals, ensuring that the technology aligns with the
necessary attributes for successful educational outcomes.
Source:[Link]
5. The Evolution of AI and Technical Barriers in Learning Platforms
Martin (2025) explains that the recent popularity of artificial intelligence in educational contexts
has sparked a renewed interest in using guided learning platforms as primary teaching tools.
The research examines the technical evolution of these systems, tracing their development from
early symbolic reasoning to modern chatbots based on machine learning. Despite this progress,
the study identifies several critical challenges that remain largely unsolved in the field of student
learning platforms, specifically regarding knowledge representation and student modeling.
The findings highlight that while artificial intelligence continues to evolve, the only area making
significant and effective progress is the development of human-like interaction. This suggests
that while AI tools are becoming better at communicating, they still struggle with the underlying
structures needed to represent complex knowledge or accurately model a student's individual
learning path. The study concludes that for AI tutors to be both effective and widely accepted by
the academic community, it is crucial to bridge the gaps between current natural language
processing tools and structured learning models. By addressing these technical barriers, the
technology can move closer to becoming a truly supportive and reliable component of the
learning experience.
Source: Martin, T. (2025). The emergence of AI chatbots in education. Journal of Graduate
Education Research, 6(2), 49-58 [Link]
article=1082&context=jger
6. AI Adoption and Learning Experience of International STEM Students
Maclenan, Malka, and De Queiroz (2025) explored how AI adoption affects the learning
experience of international STEM students. Their research found that while students are using
AI more than ever, simply being "aware" of AI is not enough for success. Instead, the study
identified three necessary factors for a positive learning experience: skills and training, usage
experience, and positive attitudes. The researchers highlighted that international students, in
particular, often rely on AI for language support, such as translation and grammar. The study
concluded that instead of trying to stop AI use, school administrators should focus on providing
"in-house" training and coaching to help students master these tools for their future careers.
Source:[Link]
related_attitudes_awareness_skills_and_usage_and_their_impact_on_students
%27_learning_experience_a_necessary_condition_analysis
7. Ethical Guidelines for AI in Education
Aiken and Epstein (2000) The ethical guidelines for AI in education introduces a critical lens
through which student skepticism or concern might be understood. By emphasizing the need for
compassionate and wise implementation, the study highlights potential harms such as privacy
invasion, bias in algorithmic decision-making, and the risk of dehumanizing the learning
experience. This ethical framing implies that students’ attitudes may be negatively influenced if
AI tools are perceived as intrusive, unfair, or lacking transparency. The study underscores that
trust and acceptance depend heavily on whether AI systems are designed and governed with
clear ethical safeguards.
[Link]
Starting_a_conversation
8. Structural and Institutional Influences on AI Adoption in Education
Davies et al. (2021), in their Bourdieusian field analysis of AI mobilization in education, examine
how structural and institutional forces shape the adoption and perception of AI. Their research
suggests that student attitudes are not formed in a vacuum but are influenced by factors such
as institutional resources, teacher readiness, and socio-economic context. For instance, in
under-resourced settings, AI may be viewed with suspicion as a substitute for qualified
teachers, while in well-supported environments, it may be welcomed as an enhancement. This
study highlights that attitudes are often a reflection of broader systemic inequalities and
implementation realities rather than the technology itself.
[Link]
9. University Students’ Use and Attitudes toward AI in Sweden
In spring 2023 Malmström et al. [35] published a report based on a survey that was given to
students across universities in Sweden: 5894 students answered questions concerning the use
and attitude towards AI tools.
[Link]
10. Use of ChatGPT and AI-Based Tools among Students in Germany
Empirical studies reveal widespread but complex student engagement with AI. Von Garrel and
Mayer (2023) conducted a survey among students in Germany, finding high adoption rates of
AI-based tools like ChatGPT for academic tasks. Their research highlights a spectrum of
attitudes, from viewing AI as a legitimate support tool to concerns about over-reliance. This
indicates that student attitudes are not monolithic but are shaped by personal experience,
discipline, and perceived utility, forming a critical baseline for understanding real-world AI
integration.
[Link]
use_of_ChatGPT_and_AI-based_tools_among_students_in_German
11. Student Concerns about ChatGPT and Academic Integrity
Farhi et al. (2023) directly analyzed students' views and concerns about ChatGPT, identifying a
central tension: while students appreciate its efficiency, they simultaneously express significant
anxiety about plagiarism, fairness, and the erosion of authentic learning. This study underscores
that a positive attitude toward AI's functionality often coexists with a negative attitude toward its
ethical implications, making academic integrity a primary filter through which students evaluate
AI tools. [Link]
12. Student Perspectives on AI Replacing Human Educators
A specific and potent concern shaping student attitudes is the potential for AI to replace human
educators. Okulich-Kazarin et al. (2024) investigated student opinions on this possibility, finding
that while students acknowledge AI's supportive capabilities, they overwhelmingly value the
irreplaceable human elements of teaching, such as empathy, mentorship, and complex
interpersonal feedback. This research demonstrates that student acceptance of AI is often
contingent on its role as an assistant rather than a replacement, highlighting the importance of
the human-teacher relationship in their learning experience.
[Link]
13. Usefulness and Challenges of Generative AI in Higher Education
The rapid modernization of Artificial Intelligence (AI) has revolutionized various domains of
human society, including the education. With the advent of new generative AI, there rise a lively
discussion about the usefulness of generative AI in higher education. Some scholars, though,
worried about the challenges include generating incorrect information and plagiarism,
necessitating updates to assessment methods and policies (Lo, 2023) [1]. Research suggests
that ChatGPT could be a helpful tool for both teachers and students (Javaid et al., 2023; Hong,
2023) [2-3].
[Link]
_Analyzing_Student_Perspectives_on_the_Usefulness_of_ChatGPT_and_Its_Impact_on_High
er_Order_Thinking_Skills
14. Importance of Higher Order Thinking Skills in Education
The cultivation of competencies, particularly higher order thinking skills, holds considerable
significance within the education continuum. Higher order thinking skills has potential to
enhance students’ abilities in understanding and problem-solving (Singh & Marappan, 2020) [4].
The development of higher order thinking skills contributes to the formation of a high-quality
citizens for the construction of the community. Therefore, it is important for both individual
growth and societal progress. In the current context of controversial development of generative
AI, the impact of generative AI on students’ higher order thinking skills becomes a question
worth exploring
[Link]
MPORTANCE_OF_HIGHER_ORDER_THINKING_SKILLS_HOTS_IN_TEACHING_ENGLISH_
LANGUAGE
15. Personalized AI Support for Foreign Language Learners
The findings indicate that the generative AI can provide personalized support to foreign
language learners because it usually has knowledge of a particular subject. For example,
intelligent tutor systems are used in Massive Open Online Courses platforms to provide
guidance to students at different levels (Huang & Li, 2023) [5].
[Link]
RELATED STUDY
1. Predictors of student attitudes towards artificial intelligence: Implications and
relevance to the higher education institutions
Rosmayanti (2023) studied the attitude of English Education students of Universitas Negeri
Makassar toward the use of AI tools in the learning process, particularly Grammarly and
ChatGPT. A convergent parallel design was used in this study, where quantitative and
qualitative data were collected from 100 English Education students. Results showed that
English Education students believed in the positive contribution of AI tools, specifically
Grammarly and ChatGPT, for an improvement in learning efficiency, enhancement of their
ability to write in English, and their confidence in performing academic tasks. From the findings,
it can be stated that English Education students believed in the ability of AI tools to support their
learning, even though some concerns were also raised, such as “students' dependency on AI
tools, how AI really works, and the reliability or accuracy of AI responses.” Additionally, it was
found that “there is a strong need for the ethical teaching of AI, its utilization, and its utilization in
a way to avoid misusing AI tools for language teaching.”
[Link]
2. University Students’ Attitudes and Perceptions Towards Artificial Intelligence
Tools: Implications For Sustainable Education Practices
A research conducted in Slovenia aimed to examine the usage, attitude, and perception of
university students regarding AI tool usage in university education, specifically in the creation of
a sustainable education practice in the university setting. A total of 422 university students from
various courses and academic levels in the university were sampled, and the structured
questionnaires employed in the study provided the needed data, specifically in the collection of
statistical data, to answer the problems of the research. Furthermore, the findings revealed that
university students actively utilized AI tool usage and perceived it as effective in the university,
whereas some findings in the research highlighted the following issues in AI tool use, which
highlighted the importance of the issue in creating a sustainable practice in the university
education.
[Link]
3. Students’ Attitudes Towards AI Teaching Assistants in Education: Considering
The Role Of Characteristics and Perceptions in Ha’il Saudi Arabia
This research, which took place in Ha’il province, Saudi Arabia, aimed at examining factors that
affect or impact attitudes of students in adopting AI teaching assistants in higher learning
institutions. Based on the Technology Acceptance Model, this research considered factors like
anthropomorphic characteristics, social language, quality of engagement, and ease of
communication in an AI teaching assistant. Data gathering was done using a structured
questionnaire among 385 participants. From the research, it was established that factors have a
positive impact on attitudes of students in adopting AI teaching assistants. Additionally, it
established that attitudes of students serve as a significant predictor of student intention in
adopting AI teaching assistants in higher learning institutions. From this research, it was
established that perceptions of AI teaching assistants played a critical role in its acceptance in
higher learning institutions.
[Link]
4. Undergraduate Perception, Attitude, and Utilization of Artificial Intelligence AI
(ChatGPT) for Learning: An Educational Technological Perspective
Perception, attitude, and utilization of undergraduate students towards the AI-based tool,
ChatGPT, as a means of virtual communication was the focus of the research carried out
among undergraduate students in Nigeria. Through the survey method using the descriptive
survey research design, the students involved in the research comprised 120 undergraduate
students using purposive and random sampling methods from both state, private, and federal
universities in the country. According to the findings of this particular research, the outcomes
noted that though the students perceive the tool, ChatGPT, highly and have a clear positive
attitude towards the tool, contrasts are noted among the genders and also among the student
groups depending on the nature of the institution. According to the findings, though the male
students stand to achieve more out of the tool’s utility, the females have more positive attitudes
towards the utility of the tool, while the students from the federal universities utilized the tool
more compared to the other groups of students.
[Link]
5. Trust, Usefulness, and Dependency on AI in Programming: A Hierarchical
Clustering Approach
A research survey conducted among Pampanga, Philippines university students established
students' trust levels in AI tools, perceived usefulness, and dependency in the course of a
programming course. Its original scope involved 508 university students who were enrolled in a
programming course. What the research aimed to investigate is the student view of how they
look at the AI tool and the level to which they depend on them while performing a programming
task. The results demonstrated high beliefs of the efficiency increases of AI in programming
along with the improvement of problem-solving. The findings also showed that students possess
low levels of dependency on AI tools, which signifies that students do not over-rely on AI. This
research also found the association of using AI tools frequently and students' general trust
levels of such technologies was not prominent. According to them, though AI tools became
widespread in programming education, still students are independently learning and developing
critical thinking.
[Link]