Perceptions about the Future of Integrating Emerging Technologies into Higher Education—The Case of Robotics with Artificial Intelligence
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Abstract
Emerging technologies (ETs) will most likely have a strong impact on education (starting with higher education), just like they have already had in so many economic and social areas. This paper is based on the results obtained in the project “My Future Colleague Robot”, an initiative that aimed to improve the competence of university teaching staff regarding the introduction of ETs in teaching practices at university level. In this paper, we identified the strengths and weaknesses, opportunities, and threats that are related to the adoption in higher education of the combination of two ETs: robotics together with artificial intelligence (AI). Additionally, we analyzed the perceptions of university-level teaching staff about the potential of introducing ETs in education. The empirical data presented here were collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous ET-related experience can support positive attitudes and the implementations of ETs in university teaching; in this study, university teachers had optimistic expectations towards ETs, accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible.
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Faculty frequently reported a low understanding or awareness of how AI was to be appropriately integrated into their teaching.
“faculty frequently reported a low understanding or awareness of how AI was to be appropriately integrated into their teaching (Gaber et al., 2022; Leoste et al., 2021; Nagro, 2021; Wood et al., 2021).”
From A systematic literature review of attitudes, intentions and behaviours of teaching academics pertaining to AI and generative AI (GenAI) in higher education: An analysis of GenAI adoption using the UTAUT framework (2024) · cites this paper as Leoste et al., 2021
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- Authors
- Leoste, J., Jõgi, L., Õun, T., Pastor, L., San Martín López, J., & Grauberg, I.
- Affiliations
- Tallinn University (EE)
- Universidad Rey Juan Carlos (ES)
- School of Computer Science & Engineering, Universidad Rey Juan Carlos, Calle Tulipán, s/n, Móstoles, 28933 Madrid, Spain
- Corresponding author
- Leoste, Janika
- Venue
- Computers
- Publisher
- MDPI AG
- Published
- 2021-09-08
- Volume
- 10
- Issue
- 9
- Pages
- 110
- ISSN
- 2073-431X (ISSN-L)
- OpenAlex
- W3196985475
- Cited by
- 87
- References
- 54
- Citations by year
- 2026: 12 · 2025: 25 · 2024: 31 · 2023: 12 · 2022: 6 · 2021: 1
- FWCI
- 11.30
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers (publishedVersion, cc-by)
- Preprints.org (acceptedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Information Systems › Educational Innovations and Challenges
- Physical Sciences › Computer Science › Information Systems › Digital Education and Society
- Keywords
- emerging technologies in education, higher education, educational robotics, artificial intelligence in education, technology adoption, teaching practice development, strengths, weaknesses, opportunities, threats
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