Teachers attitudes toward the use of neural network technologies in learning by students of pedagogical specialties
Year: 2025
Type: article
Study design: Observational Study
Abstract: This article presents the results of an empirical study examining the perceptions, experiences, and attitudes of university educators in pedagogical fields toward the use of neural networks in education. The analysis focuses on ethical, legal, and strategic dimensions of integrating artificial intelligence (AI) into higher education. The findings indicate a high level of interest among educators in the potential benefits of AI – such as time optimization, improved access to information, and enhanced creativity – while simultaneously revealing strong concerns regarding academic integrity, student autonomy, the decline of critical thinking, and technological dependence. Most respondents support the need for governmental and institutional regulation of AI use in education, emphasizing the importance of methodological guidelines, modern technical infrastructure, and continuous professional development for educators. The study shows that teachers view AI not as a replacement for the human component of teaching but as a supportive tool whose effective use requires ethical awareness and critical evaluation. The findings of the study indicate that university instructors in pedagogical fields generally view the use of artificial intelligence in education positively, while emphasizing the need for clear ethical, legal, and methodological guidelines. They expect educational institutions to provide systematic regulation, including technological modernization, staff training, and the development of recommendations and standards that ensure responsible implementation of AI tools. At the same time, educators highlight several risks – such as increased technological dependence, reduced student autonomy, and the spread of academically dishonest practices – which underscores the importance of strengthening digital ethics and media literacy. Despite these concerns, lecturers also acknowledge the considerable benefits of AI, including time optimization, enhanced analytical capacities, and support for creative activities. They argue that control over the use of intelligent technologies must remain with humans, as professional experience and critical judgment cannot be fully replaced by algorithms. Overall, the academic community views AI as a valuable partner, provided its integration is gradual and ethically grounded, contributing to the development of students’ independent and critical thinking. Based on the results, the article formulates recommendations for higher education institutions and outlines promising directions for future research in digital pedagogy and AI-enhanced learning.
Institution: Khmelnytskyi Humanitarian-Pedagogical Academy
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4416744277