Understanding Artificial Intelligence in Higher Education

Abstract

This research paper focused on how knowledge, attitudes, and acceptance of Artificial Intelligence (AI) interrelate among business management students. Spearman Rank Correlation analysis revealed that students' knowledge of AI and attitudes toward it had weak yet statistically significant positive relationship, which means that gaining knowledge contributed to more positive attitudes toward AI. Knowledge and acceptance of AI lacked a weak statistically significant correlation, which means that merely knowing AI does not lay a good foundation for acceptance. On the other hand, attitudes toward AI have been found to have highly positive significant correlation with acceptance, stating that the students' attitudes are important in the process of acceptance. Further, the results support the Technology Acceptance Model (TAM) by asserting that positive attitudes towards AI may be fostered through ethical considerations surrounding AI, awareness-building on AI, and responsible AI use in educational settings. The study recommends that AI be part of the curriculum, that ethical discussions take place, and that increased knowledge and acceptance among students may occur through positive attitudes. Results from this study have practical implications in that educational institutions must engage in imparting technical knowledge concerning AI, while at the same time correcting its perception by means of value instructions, ethical considerations, and exposure to actual applications. Addressing the cognitive and affective domains through this perspective schools might nurture a conducive environment for ushering in the positive integration of AI within academia and future workplace settings.

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