ICT In Primary Education – Students’ Perspective

	Teaching (Today for) Tomorrow: Bridging the Gap between the Classroom and Reality 3rd International Scientific and Art Conference Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts
KrešimirHasmujaj Elona, Andersons AigarsPavlina, Ana Pongrac Pavlina, Anita Modrušan Faculty of Humanities and Social Sciences, University of ZagrebShkoder, Albania kpavlina@ffzg.unizg.hrelona.hasmujaj@unishk.edu.al

Section - Education for digital transformation

Paper number: 1

Category: Original scientific paper

Abstract

ICTRecent studies conducted with university students show that attitudes towards artificial intelligence (InformationAI) can vary significantly based on demographic variables such as gender, age, education level and Communicationfield Technology)of integrationstudy. This study aims to understand the attitudes of students at the University of Shkoder, regarding artificial intelligence (AI) and to identify the possible variables that influence these attitudes. The research employs a descriptive research design, according to the quantitative approach. A sample of 170 university students, including 144 females and 26 males, was selected using non-probability sampling due to convenience. The AI attitude scale (AIAS-4) developed by Grassini in primary2023, educationadministered online, was used for data collection. The results indicated that female students display a more positive attitude towards AI compared to their male colleagues. Moreover, our research has revolutionizedproven teaching.a Throughsignificant computers,difference tablets,in attitudes towards AI among university students specializing in different branches, with Social Work students showing a significantly positive attitude towards AI compared to other branches. The findings of this study suggested that there are no statistically significant differences regarding AI attitudes among students of different age groups. Furthermore, we examined the influence of educational level on AI attitudes and interactivefound whiteboards,no educatorssignificant createdifference dynamicin andattitudes immersiveat learning environments. Students engage with interactivedifferent educational software,levels digitalamong textbooks,university and online resources, enhancing comprehension and retention. ICT fosters collaborative learning opportunities, as students collaborate on projects and communicate with peers globally. It cultivates critical thinking, problem-solving, and digital literacy skills essential for success in the 21st century. However, challenges like the digital divide and concerns regarding screen time and digital distractions warrant careful consideration. Despite challenges, ICT empowers educators to deliver innovative and engaging lessons, preparing students to thrive in an increasingly digital society. Effective implementation requires ongoing professional development, robust infrastructure and pedagogical strategies that leverage technology effectively. students. In conclusion, Thisthe study examinesat primarythe schoolUniversity students'of Shkoder reveals that female students hold a more positive attitude towards AI compared to males. Social Work students show notably positive views. Age and educational levels don't significantly impact AI attitudes towardamong theuniversity usestudents. To promote diversity, AI education should be tailored to different fields of Informationstudy, and Communicationongoing Technology (ICT) in their education. The survey was conducted in April and May 2023 on 199 students with goal explore their perspectives on ICT's impact on learning experiences. The study explored factors influencing these attitudes, including the effectiveness of digital tools, screen time management, and teacher integration of technology. Results reveal that students appreciate the benefits of ICT, especially digital quizzes, games, and adaptive platforms that enhance engagement. However, preferences vary, with some students favoring traditional methods over digital tools. Many students feel more motivated and confident when tasks involve digital technology, though prolonged screen time and excessive use are less favorable. Overall, students prefer a balanced approach to ICT integration, with moderate and occasional use being most effective. To maximize ICT’s potential, itresearch is crucial tofor tailorunderstanding itsevolving useattitudes totowards individual needs, ensuring it complements traditional methods. AI.

Key words:

ICT;artificial primaryintelligence; artificial intelligence attitudes; Ai education; studentsdemographic variables; students.

Introduction

Artificial intelligence (AI) has become a transformative force across industries and academic fields, influencing how societies operate and how individuals engage with technology (Russell & Norvig, 2021). As AI technologies continue to advance, understanding the factors that shape attitudes towards AI becomes increasingly important, especially among university students who represent the future workforce and societal leaders. Positive attitudes towards AI may foster greater acceptance and effective utilization of these technologies, while negative attitudes could hinder their adoption and integration (Grassini, 2023). Consequently, exploring the demographic influences on attitudes toward AI provides a pathway for tailoring AI education and policy-making to address diverse needs and perceptions. From personalized learning systems in education to intelligent medical diagnostics and autonomous transportation, AI has proven its potential to improve efficiency, decision-making, and innovation (Brynjolfsson & McAfee, 2017; Russell & Norvig, 2021). However, its rapid development has also sparked debates surrounding ethical concerns, including algorithmic biases, data privacy, and potential job displacement (Tegmark, 2017; Binns, 2018). As AI becomes increasingly ubiquitous, understanding the attitudes and perceptions of university students—the future leaders, workforce, and educators—toward AI is essential to facilitate its acceptance and integration.

Attitudes towards AI are not uniform and often vary based on demographic variables such as gender, age, education level, and field of study. Gender differences in technology adoption have been well-documented, with females often exhibiting either higher levels of caution or more positive attitudes towards certain technologies, including AI, compared to their male counterparts (Venkatesh et al., 2003). These differences could be attributed to social, cultural, and experiential factors influencing perceptions of technological utility and risks. Similarly, field of study significantly impacts students’ attitudes toward AI. For instance, students in social sciences or social work may approach AI with a focus on its ethical implications and potential societal benefits, while students in technical disciplines may emphasize its functionality and innovation (Zawacki-Richter et al., 2019). However, the role of other demographic factors, such as age and education level, in shaping attitudes remains less explored and often inconclusive (Wang et al., 2022). Conversely, students in the social sciences or humanities may be more concerned with its ethical, societal, and cultural implications (Holmes et al., 2019; Zawacki-Richter et al., 2019). These disciplinary differences underline the importance of tailored AI education to address varied perspectives and needs. Despite the growing body of literature, the role of other demographic factors, such as age and education level, remains less conclusive. Some studies suggest younger individuals are more open to technological innovations due to higher exposure, while others emphasize the significance of educational exposure over age (Makransky et al., 2020; Wang et al., 2022).

In this study, we investigate the attitudes of university students at the University of Shkoder toward AI and explore how demographic factors influence these attitudes. Using a quantitative descriptive research design and the AI Attitude Scale (AIAS-4) developed by Grassini (2023), we examine variations in attitudes across gender, age groups, education levels, and fields of study. By addressing gaps in existing research and identifying demographic patterns, this study contributes to the growing body of knowledge on the sociocultural dynamics of AI acceptance.

The integrationfindings offrom Informationthis research have practical implications for developing targeted AI education programs and Communicationinforming Technologyinstitutional (ICT)strategies intoto primaryenhance AI literacy. Understanding these attitudes can aid in promoting diversity and inclusivity in AI education has revolutionized the teaching and learningpolicy-making, process,ensuring aligningthat educationstudents from varied academic backgrounds are equipped to engage meaningfully with theAI demands of an increasingly digital society. ICT tools, such as interactive whiteboards, digital textbooks, gamified applications, and adaptive learning platforms, offer opportunities to make learning more engaging, interactive, and personalized. These technologies not only support cognitive development but also foster essential 21st-century skills, such as critical thinking, creativity, and digital literacy (Dingli et al. (2018)). However, the successful implementation of ICT in primary education requires addressing significant challenges, including teacher readiness, student attitudes, the digital divide, and the development of infrastructure and supportive policies.

technologies.

ICTBy toolsexamining inthe primaryexisting education are transforming traditional pedagogies by providing diverseliterature and interactiveconducting methodsempirical forresearch, deliveringwe content. Digital platforms and applications offer a range of multimedia resources, enabling studentsseek to visualizeaddress andthe interactfollowing withresearch complex concepts. For example, Saif et al. (2021) presents how augmented reality (AR) enhances student engagement and comprehension. AR allows students to manipulate virtual models or explore learning content, turning abstract topics into tangible learning experiences.

question:

AdaptiveHow educationaldo platformsgender, useage, artificialeducation intelligence (AI) to tailor content to individual student needs, addressing specific strengthslevel, and weaknesses. This customization has been shown to improve learning outcomes and foster inclusivity by supporting students with varying abilities and learning styles (Lara Nieto-Márquez et al. (2020)). In addition, gamified platforms enhance motivation and sustained interest, as students receive real-time feedback and experience a sensefield of accomplishment.

 

ICT also facilitates collaborative learning. Digital tools enable students to work together on projects and connect with peers across the globe. These interactions encourage teamwork, cross-cultural understanding, and problem-solving. For instance, Kangas et al. (2022) highlighted how the integration of ICT in STEAM (Science, Technology, Engineering, Arts, and Mathematics) projects promote creativity and interdisciplinary thinking, preparing students for the complex challenges of the future.

 

The success of ICT in primary education depends significantly on students' attitudes toward technology. Positive perceptions can enhance engagement, motivation, and academic achievement. Rodriguez-Jimenez et al. (2023) argue that students often view ICT as a valuable addition to their learning experiences, particularly when tools are intuitive and aligned with their interests. Interactive applications and gamification have been particularly effective in maintaining students’ curiosity and enthusiasm.

 

However, not all students embrace ICT seamlessly. Technical challenges, lack of relevance in digital content, and insufficient teacher support can lead to frustration and disengagement (Althubyani (2024)). Ensuring that digital tools are accessible, reliable, and well-integrated into the curriculum is essential for fostering a positive learning environment.

 

Teachers are pivotal to the effective implementation of ICT in primary education. Their preparedness, attitudes, and teaching strategies directly impact how technology is utilized in classrooms. Despite the growing availability of digital tools, many educators feel inadequately trained to integrate ICT into their teaching practices effectively. Althubyani (2024) emphasized the importance of professional development programs in equipping teachers with the technical skills and pedagogical frameworks needed to harness ICT effectively.

 

Furthermore, teacher attitudes toward ICT play a crucial role in its adoption. Educators who view technology as an enabler of innovative teaching are more likely to use it creatively and confidently. Building a culture of collaboration, where teachers share best practices and successes, can enhance their confidence and willingness to experiment with new digital tools.

 

While ICT has the potential to democratize education, socio-economic disparities often hinder its equitable implementation. The digital divide remains a significant barrier, with students from underprivileged backgrounds facing limited access to devices and reliable internet connectivity. Kangas et al. (2022) stressed that this inequality restricts opportunities for many students, exacerbating existing educational disparities.

Addressing the digital divide requires multi-faceted approaches, including government initiatives to provide devices and internet access to underserved communities, investment in school infrastructure, and partnerships with technology developers. Schools can also play a crucial role by implementing inclusive ICT programs and ensuring that all students, regardless of their socio-economic background, have opportunities to develop digital skills.

 

The successful integration of ICT in primary education calls for a coordinated approach involving educators, policymakers, and technology developers. Policies should prioritize investments in teacher training, infrastructure, and research to support sustainable ICT adoption. Furthermore, ICT initiatives must align with broader educational goals, such as fostering critical thinking, creativity, and collaboration.

Research into emerging technologies like virtual reality (VR), AI, and AR will continue tostudy shape the future of ICT in education. Saif et al. (2021) suggested that these technologies could create even more immersive and engaging learning experiences, further enriching the educational landscape. However, to maximize the potential of ICT, it is essential to address challenges related to access, equity, and teacher readiness.

 

This paper examines students’ attitudes toward ICT in primary education, drawing on recent studies to explore the factors influencing these attitudes and their implications for teaching and learning. By synthesizing evidence from contemporary research, it aims to provide insights into how educators can optimize ICT integration to maximize its benefits while addressing its challenges. Ultimately, understanding and shaping students' attitudes toward ICT will be crucial in preparing them for a rapidly evolving digital world.AI?

 

Methodology

Research Design

This study exploresadopted a descriptive research design within a quantitative research approach to explore university students’ attitudes toward artificial intelligence (AI) and the attitudesdemographic ofvariables primaryinfluencing schoolthese studentsattitudes. towardThis the use of ICT in their education. Studyapproach was conductedchosen betweento Aprilsystematically measure and Mayanalyze 2023,students’ theperspectives researchon surveyedAI, 199 students, aiming to gainproviding insights into theirvariations perspectivesacross gender, academic discipline, age, and educational level.

 

Participants and sampling

The study involved 170 university students from the University of Shkoder, where 144 are females (84.7%) and 26 are males (15.3%). Participants were selected through a non-probability sampling method, specifically convenience sampling, while practical for this study, has limitations in terms of generalizability. To mitigate potential biases, efforts were made to include students from diverse academic disciplines, ensuring representation from fields such as social work, psychology, and physical education.

The inclusion criteria for participants were as follows:

Enrollment as a student at the University of Shkoder during the academic year 2023-2024.

Availability and willingness to participate in an online survey. Basic familiarity with digital technologies to ensure valid responses to the online questionnaire.

 

Instruments

The AI Attitude Scale (AIAS-4), developed by Grassini (2023), served as the primary tool for measuring students' attitudes toward AI. The AIAS-4 is a psychometrically validated instrument specifically designed to assess perceptions of AI across multiple dimensions, including its societal, ethical, and practical implications. The AIAS-4 consists of 20 items measured on howa ICT5-point impactsLikert scale, where responses range from 1 (strongly disagree) to 5 (strongly agree), with a Cronbach's alpha coefficient of .915. The scale evaluates attitudes along the following dimensions:

1.      Social utility: perceptions of AI’s potential to address societal challenges.

2.      Ethical concerns: concerns regarding the moral implications of AI usage.

3.      Practical benefits: views on the efficiency and advantages AI brings to various fields.

4.      Personal acceptance: willingness to engage with and trust AI technologies.

For this study, the AIAS-4 was administered online through a survey platform. The online format enabled wide accessibility and ease of participation while reducing logistical barriers. Before distribution, the survey was pilot-tested with a small group of students to ensure clarity and reliability of the instrument in the study's context.

 

Procedure

Participants were invited via email to complete the online survey. The survey link included a brief description of the study’s purpose, an assurance of confidentiality, and an informed consent form. Participation was voluntary, and respondents could withdraw at any point without penalty. The data collection process spanned two weeks, during which reminders were sent to maximize participation. To ensure data quality, incomplete responses were excluded from the final analysis.

 

Data analysis

The collected data were analyzed using statistical software. Descriptive statistics were used to summarize demographic characteristics and overall attitudes toward AI. Inferential analyses, including t-tests and ANOVA, were performed to examine differences in AI attitudes across demographic groups. The reliability of the AIAS-4 in this sample was assessed using Cronbach's alpha, ensuring the instrument’s internal consistency.

 

Ethical considerations

The study complied with ethical research standards. Participants were assured of their learning experience. By examining students’ experiences, preferences,anonymity and the challenges they face, this paper aims to provide a deeper understandingconfidentiality of the role ICT plays in shaping their educationalresponses. journeyNo personally identifiable information was collected, and toall offerdata recommendationswere forstored optimizing its use in primary education.securely.

 

Results

StudentsThe descriptive analysis of the survey data reveals interesting insights about the characteristics of the respondents. Among the students, 15% were male, while the majority, accounting for 85%, were female. This indicates a significant gender imbalance in the sample. The respondents’ ages were categorized into several groups, each representing a specific range. The largest age group was 20-21 years old, comprising 41.8% of the respondents. Following closely behind was the 18-19 years old group, accounting for 38.2%. The smaller age groups consisted of 22-23 years old (7.1%), 24-25 years old (4.1%), and those above 26 years old (8.8%). These results suggest that the majority of the respondents were in their late teens to early twenties, with a smaller proportion being older than 25. Among the respondents, 29.4% were studying Psychology, while 42.4% were pursuing Social Work and 28.2% were engaged in Physics education. These findings indicate that Social Work was the most prevalent discipline among the respondents. The analysis revealed that the largest proportion of respondents (51.8%) were in their second year of study. The first-year students accounted for 30% of the sample. The subsequent years had tosmaller express their agreementpercentages, with 17 statements about their attitudes about ICT10% in educationthe onthird ayear, scale2.9% fromin 1the (completelyfourth disagree)year, toand 55.3% (completelyin agree).the fifth year. These findings suggest that the survey primarily captured the perspectives of second-year students, with fewer respondents in higher academic years.

Independent samples t-test results show a significant difference in AI attitude scores between females and males. The results revealed that female students demonstrated more positive attitudes toward artificial intelligence (M = 73.16, SD = 11.49) compared to male students (M = 66.28, SD = 9.64), t(167) = 2.823, p < .05.

 

FigureTable 1. 1

IMean thinkScores, IStandard manageDeviation, myand screent-values timeof wellfemale and male students in relation to artificial intelligence.

presented

Variable	Gender	N	Mean	SD	t (167)	F	P
AI attitudes	TheFemale results	144	73.16	11.49	2.823	0.321	.005*
	Male	25	66.28	9.64

 

To explore potential differences in FigureAI 1attitudes reflectacross adifferent mixedage butgroups, relativelyan balancedone-way view on screen time management. While almost halfanalysis of the studentsvariance (47.7%)ANOVA) ratedwas theconducted. statementHowever, positively (Agree or Strongly Agree), ano significant numberdifferences in AI attitudes (31.2%)F(4,165) remained= neutral,1.145, andp about> 21.1%.05) expressedwere disagreementfound oracross stronglydifferent disagreed.age This suggests that, while many students feel they manage their screen time well, there is still a notable portion who may either struggle with it or are uncertain about how well they manage it.groups.

 

FigureTable 2.2

IMean, feelstandard greatdeviation, afterF spendingand moreP thanfor anage hourvariable in frontattitudes oftoward theartificial screenintelligence

Figurematerial 4 

I better understand the material we practice with the help of digital quizzes and games than when we solve tasks in a workbook or on worksheets

 

The results in Figure 4 indicate a somewhat mixed response to the use of digital quizzes and games versus traditional workbook or worksheet tasks for understanding the material. While 38.2% of students (combined total of Agree and Strongly Agree) feel that digital tools improve their understanding, a significant portion (31.7%) disagreed or strongly disagreed with this statement. The largest group, 30.2%, remained neutral, suggesting that for many students, there is little difference between the two methods or that they are equally effective. These findings suggest that while digital tools are favored by some, others may still prefer more traditional methods for learning.

 

 

Figure 5

My teachers use digital technology often enough in the teaching process

 

The results suggest a generally positive view regarding the use of digital technology in teaching, with 60.3% of students (combined total of Agree and Strongly Agree) believing that digital technology is used often enough in the classroom. However, there is still a portion of students (11.0%) who feel that their teachers use it too infrequently, with 28.6% of students remaining neutral. Overall, the data indicates that while most students feel that digital technology is integrated into the teaching process at an appropriate frequency, there is still room for improvement, particularly for those who feel it is underused.

 

Figure 6

My teachers overuse digital technology

 

The results in Figure 6 indicate that the majority of students, 64.8% (combined total of Strongly Disagree and Disagree), do not feel that their teachers overuse digital technology, suggesting that most students find the use of digital tools to be balanced or appropriate. On the other hand, a smaller group of students, 12.0% (combined total of Agree and Strongly Agree), feels that digital technology is overused in the teaching process. The remaining 23.1% were neutral, indicating that they did not have strong opinions on whether digital technology is overused or not. Overall, the findings suggest that, for most students, the use of digital technology in teaching does not seem excessive.

 

 

Figure 7

My teachers use digital technology that is appropriate and interesting

 

Results in Figure 7 indicate a generally positive perception of the digital technology used by teachers. A significant 65.3% of students (combined total of Agree and Strongly Agree) feel that the technology used is both appropriate and interesting, reflecting a high level of engagement with the tools used in the classroom. However, a smaller portion of students, 12.5% (combined total of Strongly Disagree and Disagree), feel that the technology is either not suitable or not engaging. The 22.1% who rated it neutral may be indifferent or feel that the technology is neither particularly exciting nor ineffective. Overall, the data suggests that the majority of students find the digital tools used in their classrooms to be effective and engaging.

 

Figure 8

I can study for an hour without using my mobile phone/tablet/computer in order to rest

 

Figure 8 presents results that suggest that most students are able to study for an hour without relying on their mobile phones, tablets, or computers to rest. 59.8% of students (combined total of Agree and Strongly Agree) feel confident in their ability to study without digital distractions. However, there is still a portion of students, 22.7% (combined total of Strongly Disagree and Disagree), who find it challenging to study for an hour without the use of these devices, possibly indicating a reliance on digital tools for breaks or focus. The 17.6% neutral responses suggest that for some students, this may vary depending on the situation. Overall, most students report a strong ability to focus and study without digital interruptions.

 

 

Figure 9 

Digital devices often distract me while studying

 

The results reveal that a sizable number of students feel that digital devices are a source of distraction while studying. Almost 45.7% of students (combined total of Agree and Strongly Agree) believe that digital devices often interfere with their focus during study sessions. However, a larger portion of students, 30.7% (combined total of Strongly Disagree and Disagree), do not feel that digital devices are a frequent source of distraction. The 23.6% neutral responses suggest that for some students, the impact of digital devices on their focus may vary, depending on the situation. Overall, the data highlights that while many students feel distracted by digital devices, there is also a significant portion who feel that they can study without digital interruptions.

 

Figure 10 

I think we learn more with the use of digital technology

 

The results presented in Figure 10 show a mixed but generally positive view of digital technology's role in learning. While 35.7% of students (combined total of Agree and Strongly Agree) feel that digital technology helps them learn more, a significant 31.2% (combined total of Strongly Disagree and Disagree) do not believe it contributes significantly to their learning. The 33.2% neutral responses suggest that for many students, the impact of digital technology on their learning is either unclear or not strongly felt. Overall, while many students see the value in digital tools for learning, there is also a notable portion who do not feel that these tools make a substantial difference.

 

 

Figure 11 

I find the teaching in which digital technology is used more interesting

 

The results in Figure 11 suggest a generally positive perception of digital technology in making lessons more interesting. A combined 50.2% of students (Agree and Strongly Agree) feel that lessons incorporating digital technology are more engaging. However, 19.1% of students (Strongly Disagree and Disagree) do not feel that digital tools make the teaching more interesting, indicating that for some, traditional teaching methods might be preferred. The 30.7% neutral responses suggest that a significant portion of students is either indifferent or does not find a noticeable difference between lessons with or without digital technology. Overall, the data highlights a strong tendency toward finding digital technology-enhanced teaching more engaging, although not all students share this view.

 

Figure 12 

Digital technology should be used every school hour

 

The results show a mixed opinion on the idea of using digital technology in every school hour. A significant 45.7% of students (combined total of Strongly Disagree and Disagree) believe that digital technology should not be used on every school hour of certain subject. However, 29.6% of students remain neutral, suggesting that some students might see value in digital technology but do not feel it needs to be always used. Only a smaller portion, 24.7% (combined total of Agree and Strongly Agree), feels that digital technology should be integrated into every school hour. Overall, the data suggests that while many students see the value of digital technology, they do not believe it should be overused or incorporated into every lesson.

 

 

Figure 13 

Digital technology should be used during complete lesson

 

Results presented in Figure 13 suggest that most students do not feel digital technology should be used during complete lesson. Majority of 63.3% students (combined total of Strongly Disagree and Disagree) believe that digital technology should not be continuously used throughout lesson. A smaller portion, 13.5% (combined total of Agree and Strongly Agree), supports the idea of using digital technology during complete lesson, but this group is relatively small. The 23.1% neutral responses suggest that some students may feel that digital technology could be used at certain times but not necessarily all the time. Overall, the data indicates a clear preference for using digital technology in moderation, rather than consistently throughout complete lesson.

 

Figure 14

Digital technology should be used occasionally

 

Figure 14 display results that indicate a strong preference for the occasional use of digital technology. A total of 66.9% of students (combined total of Agree and Strongly Agree) feel that digital technology should be used in moderation, specifically on an occasional basis. On the other hand, only 11.0% of students (combined total of Strongly Disagree and Disagree) disagree with statement that digital technology should be used occasionally. The 22.1% neutral responses suggest that some students may not have strong feelings on the matter, but the overall trend shows that most students prefer a balanced approach, with digital technology used occasionally rather than constantly.

 

Figure 15 

I am happy when at school we get the task of recording an educational video ourselves

 

The results presented in Figure 15 show that a large portion of students, 57.1% (combined total of Strongly Disagree and Disagree), does not enjoy the task of recording an educational video, with many finding it less appealing. However, a smaller group, 24.3% (combined total of Agree and Strongly Agree), enjoys that type of task. Only 18.7% of students were neutral, indicating that for some students, the activity does not evoke strong feelings either way. Overall, while a minority of students find recording educational videos enjoyable, the majority do not feel particularly happy about this task.

 

Figure 16

 

I easily create my own digital content (video, presentation, digital poster, etc.)

 

Figure 16 presents results that indicate that most students feel confident in their ability to create digital content. A combined 69.2% of students (Agree and Strongly Agree) report being able to easily create content like videos, presentations, and digital posters. However, 13.2% (combined total of Strongly Disagree and Disagree) find it difficult to create digital content, indicating some challenges in this area. The 17.7% neutral responses suggest that for some students, the ability to create digital content may vary depending on the task or situation. Overall, the data shows that the majority of students are confident in their ability for digital content creation, but a small group faces difficulties.

 

 

Figure 17

I try harder when we get a task in which we need to use digital technology (record a video, make a presentation, digital poster, etc.)

 

The results in Figure 17 suggest that a significant number of students feel more motivated to try harder when tasks involve digital technology. A combined 51.0% of students (Agree and Strongly Agree) report that they put in more effort when digital technology is part of the task. However, 18.7% (combined total of Strongly Disagree and Disagree) do not feel more motivated by the use of digital tools. A sizable 30.3% of students were neutral, suggesting that for some students, the type of task or other factors may play a more important role than the use of digital technology. Overall, while many students find digital technology motivating, it does not seem to be a universal motivator for all students.

 

Conclusions

 

This study highlights the diverse perspectives of primary school students regarding the integration of ICT in their education. The findings reveal that while students generally appreciate the use of digital technology in the classroom, their preferences, experiences, and challenges vary significantly. Many students recognize the benefits of ICT in making learning more engaging, interactive, and effective, particularly through tools like digital quizzes, games, and adaptive platforms. However, a considerable number of students expressed neutral or mixed feelings about the extent of ICT usage, with some preferring traditional methods for certain aspects of learning.

 

Students largely favor a balanced approach to ICT integration, with occasional use being seen as most effective. While many students feel confident in creating digital content and report increased motivation for tasks involving digital tools, others find prolonged screen time or excessive use of technology to be less desirable. These findings underscore the importance of tailoring ICT use to individual and group needs, ensuring it complement rather than overwhelms traditional teaching methods.

 

To maximize the benefits of ICT in primary education, it is crucial to address key challenges, including minimizing digital distractions, bridging the digital divide, and ensuring that educators are adequately trained to integrate technology effectively. Future research should explore the long-term impacts of ICT on students' learning outcomes and well-being, as well as investigate strategies to optimize its use in fostering critical thinking, creativity, and collaboration. By adopting a thoughtful, inclusive approach, ICT can serve as a powerful tool for enhancing educational experiences and preparing students for the demands of a digital world.

Variables	Group	N	Mean	SD	F (4, 165)	P
TheAI resultsattitudes in	2 show a relatively mixed response to the statement, but with a notable tendency toward positive feelings about extended screen time. While 41.7% of students (combined total of Agree and Strongly Agree) reported feeling good after spending more than an hour in front of a screen, a considerable portion of students (29.7%) disagreed or strongly disagreed, suggesting that many students may not feel great after prolonged screen time. The remaining 28.6% of students felt neutral, suggesting that the effects of screen time might be less impactful or not strongly felt by this group. This variation highlights differing experiences and perceptions about the impact of prolonged screen time. 18-19 20-21  22-23 Figure 3 24-25 Iover understand26 the	better when the teacher explains it to me with the help of a computer and projector than with the help of a blackboard and chalk 65 71 12 7 15	71.83 72.73 72.83 63.42 73.60	11.70 10.75 11.76 18.98 8.71	Figure 3 display results that suggest a divided view on the effectiveness of using a computer and projector for teaching compared to the traditional blackboard and chalk. While 35.2% of students (combined total of Agree and Strongly Agree) feel that digital tools improve their understanding, a same portion of students (34.7%) disagreed (Strongly Disagree and Disagree). The largest group, 30.2%, were neutral, indicating that for many students, the method of instruction might not make a significant difference in their comprehension of the material. These findings reflect a mix of preferences, with some students favoring traditional methods, others preferring digital tools, and many remaining undecided.1.145 Figure	.337

 

The results of differences in artificial intelligence across different years of study indicated that there are no significant differences in AI attitudes across different groups F(4,165) = .811, p > .05.

 

Table 3

Mean, standard deviation, F and P of years of study in attitudes toward artificial intelligence

Variables	Group	N	Mean	SD	F (4, 165)	P
AI attitudes	First Second Third Fourth Fifth	51 89 17 5 10	13.88 13.58 13.88 7.00 8.30	13.83 11.86 11.03 9.54 5.77	.811	.520

 

ANOVA results reveal a statistically significant difference in AI attitude scores between the three fields of study F(2,167) = 3.456, p < .05. The results indicated that students of social work exhibited more positive attitudes toward artificial intelligence (M = 73.76, SD = 11.69) compared to students of psychology (M = 73.14, SD = 9.76) and physics education (M = 68.48, SD = 12.17).

Table 4

Mean, standard deviation, F and P for academic discipline in attitudes toward artificial intelligence

Variables	Group	N	Mean	SD	F (2, 167)	P
AI attitudes	Psychology Social Work Physics Education	50 72 48	73.14 73.76 68.48	9.76 11.69 12.17	3.456	.005

 

Discussion

The findings from this study provide valuable insights into the complex relationship between university students' attitudes toward artificial intelligence (AI) and demographic factors such as gender, academic discipline, age, and educational level. One of the most striking results is the significantly more positive attitude of female students toward AI compared to their male counterparts. This finding aligns with research indicating that women often view AI technologies through a lens of social utility and practical benefits (Grassini, 2023). It reflects broader societal trends wherein women, historically underrepresented in technological fields, are increasingly recognizing the potential of AI to address societal and workplace challenges. Initiatives aimed at fostering gender diversity in AI-related disciplines could build on this trend, encouraging more women to pursue AI-focused careers and academic pursuits (Brown & Smith, 2021).

The study also highlights that Social Work students exhibit notably positive attitudes toward AI compared to students in fields such as Psychology and Physical Education. This enthusiasm could stem from the practical benefits AI offers to social work practice, including client management systems, predictive analytics for social interventions, and enhanced accessibility of services (Johnson et al., 2022). Social Work students may view AI as a tool to amplify their impact in addressing complex societal issues. This underscores the importance of designing AI curricula that resonate with the specific interests and professional goals of students within particular disciplines. Tailoring AI education to highlight relevant application such as ethical AI use in Psychology or AI-driven performance analytics in Physical Education could enhance engagement and learning outcomes across diverse fields of study.

Interestingly, the results showed no significant differences in AI attitudes among students across various age groups. This finding challenges assumptions that younger students, often labeled as “digital natives,” might have more favourable attitudes toward technology. Instead, it suggests that AI-related attitudes are influenced by factors beyond age, such as exposure to AI applications, personal interest, or perceived relevance to one’s field of study (Nguyen & Walker, 2023). Similarly, the lack of significant differences in AI attitudes across educational levels indicates that exposure to AI may be relatively consistent among undergraduate students, regardless of their academic progression. This consistency raises an important question: Are current AI education strategies adequately preparing students for the complexities of the evolving technological landscape, or do they merely provide a superficial introduction to AI concepts?

The methodological approach used in this study provides a strong foundation for understanding student attitudes but is not without its limitations. The use of convenience sampling, while pragmatic, limits the generalizability of the findings to broader student populations. Moreover, the online administration of the AI Attitude Scale (AIAS-4) might have introduced a selection bias, favouring participants who are more comfortable engaging with technology. Future research should consider employing more diverse sampling techniques and combining quantitative surveys with qualitative methods, such as interviews or focus groups, to capture a richer understanding of student perspectives (Smith et al., 2020).

These findings have significant implications for higher education institutions. The variation in attitudes across academic disciplines highlights the necessity of moving beyond one-size-fits-all approaches to AI education. For instance, Social Work students might benefit from courses emphasizing AI's role in advancing social justice, while Psychology students could explore ethical considerations and cognitive models in AI development. Moreover, the enthusiasm of female students toward AI represents an opportunity to create inclusive and supportive learning environments that encourage their sustained engagement and leadership in AI-related fields (Garcia et al., 2021).

Interdisciplinary learning opportunities could further enrich students’ understanding of AI. Collaborative projects involving students from diverse academic backgrounds may foster a broader appreciation of AI's multifaceted applications while addressing potential gaps in knowledge or perspective. Additionally, longitudinal studies tracking changes in student attitudes over time could provide valuable insights into how exposure to AI in academic and professional contexts shapes perceptions and readiness to engage with AI technologies.

Finally, this study highlights the importance of continuous research into AI attitudes to ensure that educational practices remain aligned with the evolving needs and expectations of students. As AI continues to permeate every aspect of society, understanding and addressing the factors that influence student attitudes will be critical to preparing the next generation for the opportunities and challenges of an AI-driven world.

Conclusion

This study underscores the significant role of gender and academic discipline in shaping university students' attitudes toward AI, while finding no significant impact of age or educational level. Female students and Social Work majors demonstrate notably positive attitudes toward AI, likely influenced by their perception of AI’s societal relevance and practical applications. The findings highlight the importance of creating tailored and inclusive educational approaches to AI, emphasizing the need for ongoing research to understand the dynamic interplay between demographic factors and AI attitudes.

 

Recommendations

Develop AI courses that address the unique needs and challenges of individual disciplines. For example, focus on AI’s potential in social justice for Social Work students or its ethical implications for Psychology students.

Design programs and workshops that actively encourage female students to engage with AI, emphasizing its relevance to societal and professional contexts.

Facilitate opportunities for students from diverse fields to collaborate on AI-related projects, promoting a holistic understanding of AI applications.

Conduct longitudinal and mixed-method studies with diverse samples to validate findings and explore additional demographic and contextual variables influencing AI attitudes.

Integrate AI education into core curricula across age groups and educational levels to ensure consistent exposure and engagement with AI concepts.

Identify and mitigate factors that may deter certain groups from engaging with AI, ensuring equitable access and opportunities for all students.

Acknowledgment

We express our gratitude to the University of Shkoder “Luigj Gurakuqi” for providing financial support for our participation in this scientific conference.

 

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