Higher Education and the Challenges of Artificial Intelligence

Abstract

A documentary review was carried out on the production and publication of research papers related to the study of the variables Higher Education and Artificial Intelligence. The purpose of the bibliometric analysis proposed in this document was to know the main characteristics of the volume of publications registered in the Scopus database during the period 2018-2022, achieving the identification of 15 publications. The information provided by this platform was organized through graphs and figures categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics have been described, the position of different authors towards the proposed theme is referenced through a qualitative analysis. Among the main findings made through this research, it is found that China, with 4 publications, was the country with the highest scientific production registered in the name of authors affiliated with institutions in that country. The Area of Knowledge that made the greatest contribution to the construction of bibliographic material referring to Higher Education and Artificial Intelligence was Computer Science with 8 published documents, and the Type of Publication most used during the period indicated above was the Journal Article with 8 documents of the total scientific production.

A Comparative Analysis of Librarians’ Views on AI Support for Learning Experiences, Lifelong Learning, and Digital Literacy in Malaysia and Indonesia

“…Within the context of lifelong learning, the findings of this study affirm and expand upon the literature by highlighting the empowering impact of AI tools in libraries. Building on the works of Elhossiny, Eladly, and Saber [60], Araque et al [61], and Ogata et al [62], our research underscores how AI-driven systems contribute to personalized learning experiences. Librarians, recognizing the motivational enhancement facilitated by AI tools, observe that patrons can autonomously navigate and direct their own learning journeys, aligning with the personalized and adaptive educational experiences discussed in the literature.…”

“…The integration of Artificial Intelligence (AI) in libraries serves as a catalyst for promoting lifelong learning by offering personalized and adaptive educational experiences [60]. AI-driven systems can analyze users' preferences, learning styles, and past interactions to tailor content recommendations, ensuring that individuals receive relevant and engaging resources [61,62]. Additionally, AI-powered virtual assistants and chatbots provide immediate and interactive support [63,64], guiding patrons through information searches, facilitating comprehension, and encouraging continuous exploration.…”