Figure 1
Distribution of respondents from higher education institutions (universities and colleges) by type of institution and field of study.
Figure 2
AI Usage in different types of educational institutions (N = 803).
Figure 3
Respondents’ views on the impact of AI tools on learning.
Figure 4
Higher education respondents’ views on the impact of AI tools on learning by field of study.
Table 1
Students’ assessments of the impact of AI tools on learning by field of study and type of institution (universities and colleges, %).
| STUDY FIELD | MORE POSITIVE | BALANCED | MORE NEGATIVE | DON’T KNOW | ||||
|---|---|---|---|---|---|---|---|---|
| UNIVERSITY | COLLEGE | UNIVERSITY | COLLEGE | UNIVERSITY | COLLEGE | UNIVERSITY | COLLEGE | |
| Physical sciences | 33.3 | 50.0 | 47.6 | 0.0 | 4.8 | 0.0 | 14.3 | 50.0 |
| Computer science | 33.3 | 44.0 | 66.7 | 52.0 | 0.0 | 0.0 | 0.0 | 4.0 |
| Arts sciences | 0.0 | 100.0 | 40.0 | 0.0 | 20.0 | 0.0 | 40.0 | 0.0 |
| Social sciences | 31.4 | 27.0 | 45.1 | 51.4 | 10.8 | 6.8 | 12.7 | 14.9 |
| Technological sciences | 100.0 | 41.2 | 0.0 | 17.6 | 0.0 | 23.5 | 0.0 | 17.6 |
| Educational sciences | 23.6 | 0.0 | 47.6 | 42.9 | 16.9 | 14.3 | 12.0 | 42.9 |
| Health sciences | 22.2 | 21.1 | 44.4 | 52.6 | 33.3 | 10.5 | 0.0 | 15.8 |
| Sport sciences | 36.0 | 0.0 | 32.0 | 0.0 | 24.0 | 0.0 | 8.0 | 0.0 |
Table 2
Categories of positive aspects of AI and their illustrations.
| NO. | CATEGORY | ILLUSTRATIONS |
|---|---|---|
| 1 | Accessibility and search for information | ‘Finds information quickly’, ‘Additional learning resources can help students analyze information more deeply’, ‘Access to articles’. |
| 2 | Facilitating learning and understanding | ‘AI explains information more clearly’, ‘Helps to understand the information presented, explains it’, ‘Helps to explain difficult topics or homework, and simplifies information’, ‘Makes it easier to master the material’. |
| 3 | Time savings and efficiency | ‘Saves a lot of time’, ‘…all information is presented much faster…’, ‘Speeds up learning’. |
| 4 | Reducing stress and boosting confidence | ‘Gives more confidence’, ‘Reduces student stress’, ‘AI does not cause any pressure because you can ask questions at any time’, ‘Increases self-confidence’. |
| 5 | Idea generation and creativity | ‘Provides ideas’, ‘Personally helped me generate ideas’, ‘Good tool for generating ideas’, ‘Provides more response options, encourages creative and broader interpretation of information’, ‘…unleashes creativity’. |
| 6 | Information systematisation and analysis | ‘Speeds up the collection and systematisation of material’, ‘Helps to systematise information’, ‘Summarises information’, ‘Systematises material, describes it clearly and comprehensively’. |
| 7 | Personalised learning | ‘The main positive impact of AI is its ability to help personalise the learning process’, ‘Students can learn at their own pace and receive the support they need’, ‘The ability to easily and quickly adapt learning processes to each individual’s abilities’. |
| 8 | Help with problem solving | ‘Helps solve sometimes difficult questions’, ‘Makes it easier to clarify mistakes when you don’t know what to ask the lecturer’, ‘Helps greatly with certain tasks’, ‘Helps facilitate calculations, information gathering, and problem solving’. |
| 9 | Academic writing | ‘Guides you on the path to writing’, ‘Helps you formulate certain sentences’, ‘Makes writing easier’, ‘Helps you organise your thoughts’. |
| 10 | Language and grammar help | ‘Checks for grammatical errors’, ‘Helps to formulate certain sentences when a student finds it difficult to do so independently’, ‘I have difficulty with the Lithuanian language, especially in grammar and style, so sometimes it’s worth using AI’. |
Table 3
Distribution of Positive Aspects Across Institution Types (%).
| INSTITUTION TYPE | ANSWERED (N) | CATEGORIES OF POSITIVE ASPECTS OF AI | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | ||
| Universities | 299 | 48.3 | 33.1 | 37.8 | 9.4 | 15.1 | 12.4 | 8.4 | 3 | 2.3 | 1 |
| Colleges | 120 | 29.8 | 37.5 | 22.5 | 20 | 7.5 | 1.7 | 1.7 | 5 | 3.3 | 1.3 |
| Vocational schools | 75 | 30.7 | 22.7 | 14.7 | 4 | 0 | 0 | 5.3 | 4 | 0 | 0.8 |
| Total | 494 | 34.4 | 32.6 | 30.6 | 11.1 | 10.9 | 7.9 | 6.3 | 3.6 | 2.2 | 0 |
[i] Note: Percentages may sum to more than 100% as respondents could mention multiple aspects.
Table 4
Distribution of Positive Aspects Across Fields of Study in Higher Education (%).
| SCIENCES | ANSWERED (N) | CATEGORIES OF POSITIVE ASPECTS OF AI | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | ||
| Physical | 17 | 41.2 | 41.2 | 17.6 | 0.0 | 0.0 | 11.8 | 0.0 | 5.9 | 0.0 | 5.9 |
| Computer | 42 | 21.4 | 16.7 | 73.8 | 11.9 | 0.0 | 7.1 | 4.8 | 35.7 | 0.0 | 0.0 |
| Arts | 12 | 0.0 | 0.0 | 16.7 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 16.7 | 16.7 |
| Social | 113 | 40.7 | 36.3 | 30.1 | 4.4 | 11.5 | 8.8 | 5.3 | 12.4 | 8.0 | 0.0 |
| Technological | 16 | 62.5 | 25.0 | 25.0 | 0.0 | 0.0 | 0.0 | 0.0 | 25.0 | 0.0 | 0.0 |
| Educational | 162 | 30.2 | 37.0 | 32.7 | 3.1 | 16.0 | 17.3 | 1.9 | 8.6 | 9.9 | 1.2 |
| Health | 38 | 44.7 | 23.7 | 34.2 | 0.0 | 0.0 | 10.5 | 0.0 | 7.9 | 0.0 | 0.0 |
| Sports | 19 | 31.6 | 63.2 | 36.8 | 0.0 | 0.0 | 36.8 | 0.0 | 5.3 | 0.0 | 0.0 |
| Total | 419 | 22.8 | 22.2 | 23.3 | 2.4 | 6.2 | 8.6 | 1.7 | 8.2 | 4.3 | 0.8 |
[i] Note: Percentages may sum to more than 100% as respondents could mention multiple aspects.
Table 5
Categories of negative aspects of AI and their illustrations.
| NO. | CATEGORY | ILLUSTRATIONS |
|---|---|---|
| 1 | Problems with the reliability of information and lack of AI literacy | ‘Sometimes provides incorrect information’, ‘Inaccurate information’, ‘Incorrect information’, ‘Information may be false’, ‘Inaccurately presented information’, ‘Need time to learn how to use AI effectively’, ‘Little information about available AI tools and their functions’. |
| 2 | Loss of critical thinking and independence | ‘Reduces independent thinking’, ‘Does not encourage thinking’, ‘Lack of thinking’, ‘Limits independent critical thinking’, ‘Weakening of critical thinking and independent learning skills’, ‘You think less for yourself’, ‘You no longer know how to express your thoughts’, ‘You try less to complete tasks’. |
| 3 | Laziness and reduced effort | ‘Encourages laziness’, ‘Laziness’, ‘Slacking off’, ‘Students start working less’, ‘Less effort in learning’, ‘Does not encourage effort’, ‘Calm laziness’. |
| 4 | Decrease in creativity and originality | ‘Decline in creativity’, ‘Takes away creativity’, ‘Hindrance to our creativity’, ‘Inhibits creativity’, ‘Reduces creativity’, ‘Students lose their unique way of thinking’, ‘Restricts people’s creativity’, ‘Destroys creativity’. |
| 5 | Decline in the quality of education | ‘Knowledge is absorbed more slowly’, ‘New skills are not learned’, ‘Does not help to absorb knowledge more’, ‘Less information is remembered’, ‘Quality of studies’, ‘No in-depth study or research’. |
| 6 | Violation of academic integrity (plagiarism, etchics, privacy) | ‘Plagiarism’, ‘High probability of plagiarism’, ‘Academic dishonesty’, ‘Encourages academic dishonesty’, ‘Probability of plagiarism’, ‘Copying’, ‘Cheating’, ‘Data security’, ‘Does not indicate the source and authorship of the information’. |
| 7 | Dependence on technology | ‘Dependence on technology’, ‘Dependence on AI will arise’, ‘Inability to perform work independently, without AI assistance’, ‘High dependence’, ‘Certain students may become dependent’. |
| 8 | Problems with information sources | ‘Does not indicate the source of information’, ‘Unclear sources…’, ‘Unreliable sources’, ‘Uses outdated or repetitive literature’, ‘Provides too little or limited information’, ‘AI often gives similar answers to different users, leading to repetitive written works’, ‘Limited access to some tools or programs due to high cost’. |
| 9 | Assessment accuracy | ‘Unequal grading between students using and not using AI’, ‘Hard to assess the student’s actual contribution’, ‘AI use may distort fair evaluation and reduce self-esteem’, ‘Accepted AI-generated work undermines assessment fairness’. |
| 10 | Social impacts | ‘They will shut themselves off and it will be difficult to communicate’, ‘Lack of live communication’, ‘The human factor disappears’, ‘Cooperation no longer works’. |
Table 6
Distribution of Negative Aspects Across Institution Types (%).
| INSTITUTION TYPE | ANSWERED (N) | CATEGORIES OF NEGATIVE ASPECTS OF AI | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | ||
| Universities | 298 | 25.8 | 25.2 | 18.1 | 18.1 | 17.4 | 13.4 | 11.1 | 7.0 | 0.7 | 1.3 |
| Colleges | 123 | 31.7 | 19.5 | 20.3 | 10.6 | 8.1 | 13.8 | 13.8 | 13.8 | 5.7 | 0.0 |
| Vocational schools | 74 | 17.6 | 16.2 | 13.5 | 4.1 | 10.8 | 6.8 | 13.5 | 0.0 | 0.0 | 0.0 |
| Total | 495 | 26.1 | 22.4 | 18.0 | 14.1 | 14.1 | 12.5 | 12.1 | 7.7 | 1.8 | 0.8 |
[i] Note: Percentages may sum to more than 100% as respondents could mention multiple aspects.
Table 7
Distribution of Negative Aspects Across Fields of Study in Higher Education (%).
| SCIENCES | ANSWERED (N) | CATEGORIES OF NEGATIVE ASPECTS OF AI | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | ||
| Physical | 18 | 16.7 | 22.2 | 27.8 | 5.6 | 5.6 | 0.0 | 5.6 | 0.0 | 0.0 | 0.0 |
| Computer | 42 | 7.1 | 19.0 | 40.5 | 19.0 | 26.2 | 11.9 | 23.8 | 9.5 | 0.0 | 4.8 |
| Arts | 12 | 16.7 | 16.7 | 33.3 | 0.0 | 0.0 | 8.3 | 0.0 | 0.0 | 0.0 | 0.0 |
| Social | 112 | 8.9 | 23.2 | 25.0 | 19.6 | 20.5 | 18.8 | 10.7 | 10.7 | 1.8 | 4.5 |
| Technological | 16 | 12.5 | 12.5 | 62.5 | 0.0 | 0.0 | 0.0 | 0.0 | 37.5 | 0.0 | 0.0 |
| Educational | 163 | 20.2 | 23.9 | 27.6 | 13.5 | 20.2 | 14.1 | 14.1 | 6.7 | 1.2 | 1.2 |
| Health | 38 | 21.1 | 21.1 | 10.5 | 5.3 | 18.4 | 21.1 | 10.5 | 7.9 | 0.0 | 0.0 |
| Sports | 20 | 30.0 | 50.0 | 15.0 | 10.0 | 20.0 | 20.0 | 0.0 | 10.0 | 0.0 | 0.0 |
| Total | 421 | 15.9 | 23.5 | 27.6 | 13.5 | 18.8 | 14.7 | 11.9 | 9.0 | 1.0 | 2.1 |
[i] Note: Percentages may sum to more than 100% as respondents could mention multiple aspects.