Article Sidebar

Submitted
Aug 31, 2024
Accepted
Feb 1, 2026
Published
Apr 4, 2026
Download
PDF
Statistic
Read Counter : 0 Download : 0

Main Article Content

Abstract

In recent years, artificial intelligence (AI) has been rapidly developing, and the issues concerning the use and implementation of AI in education and science are becoming increasingly relevant. Meanwhile, the effectiveness of introduction of digital technologies, including AI, into education largely depends on digital competence, the level of knowledge in this area, as well as the attitude of educators towards these technologies. In this regard the aim of the study was to identify the peculiarities of the attitude of students–pre-service teachers in different training fields towards artificial intelligence and their experience of its use in education. The study involved 249 bachelor students in Teacher education of Kazan (Volga Region) Federal University. The study showed that, in general, students show interest in the use of digital tools for both educational and personal purposes. In teaching practice, about 40% of students have experience in using AI at the stage of planning and constructing lessons. Students from different training fields identify the benefits of using AI in different areas of education and set different goals for the use of AI in lessons design. At the same time, pre-service teachers critically assess the possibilities of AI and more than 80% of them point out possible risks in the use of AI in education. About 60% of the respondents agree on the need to adapt to changes brought on by AI. The results of the study can be used in designing the students’ curricula and planning their learning process using digital tools, including AI.

Keywords

Artificial Intelligence AI Digital Tools Digital Technologies Students Pre-Service Teachers Higher Education

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Drozdikova-Zaripova, A., Gutorova, G., & Khabibullin, M. (2026). Attitude of Russian pre-service teachers in different training fields towards Artificial Intelligence. Journal of E-Learning and Knowledge Society, 21(3), 47-56. https://doi.org/10.20368/1971-8829/1136036

References

  1. Alaa, A. (2024). Harnessing Artificial Intelligence for Enhanced Efficiency in Academic Writing and Research. Fusion: Practice and Applications, 16(2), 126-146. DOI: https://doi.org/10.54216/FPA.160209
  2. Alexeeva, D.A., Pronichkina I.S. (2023). Artificial intelligence in foreign language teaching: post-editing as an indicator of language proficiency level. Language and Cultural Contacts, 12, 137-141.
  3. Almaraz-López, C., Almaraz-Menéndez, F., López-Esteban, C. (2023). Comparative Study of the Attitudes and Perceptions of University Students in Business Administration and Management and in Education toward Artificial Intelligence. Education Sciences, 13(6):609-609. doi: 10.3390/educsci13060609
  4. Alzahrani, L. (2023). Analyzing Students’ Attitudes and Behavior Toward Artificial Intelligence Technologies in Higher Education. International journal of recent technology and engineering, 11(6):65-73. doi: 10.35940/ijrte.f7475.0311623
  5. Cerón Silva, S. A., Ballesteros Lara, M. C., Salama Muhammad, I. M., Cerón Silva, D. J., Cerón Silva, A. D., & Salazar Rodríguez, R. R. (2025). Artificial Intelligence as a Co-Teacher: The Future of Personalized Тeaching. LATAMRevista LatinoamericanaDeCiencias SocialesYHumanidades, 5(6), Unidad Educativa Mocache. https://doi.org/10.56712/latam.v5i6.3283
  6. Cruz, J., Sembekova, A., Omirzakova, D., Bolla, S., Balay-odao, E. (2023). General Attitudes Towards and Readiness for Medical Artificial Intelligence among Medical and Health Sciences Students in Kazakhstan (Preprint). doi:10.2196/preprints.49536
  7. Delello, J. A., Sung, W., Mokhtari, K., Hebert, J., Bronson, A., & De Giuseppe, T. (2025). AI in the Classroom: Insights from Educators on Usage, Challenges, and Mental Health. Education Sciences, 15(2), 113. https://doi.org/10.3390/educsci15020113
  8. Dempere, J., Modugu, K., Hesham, A. and Ramasamy, L.K. (2023) The impact of ChatGPT on higher education. Front. Educ. 8:1206936. doi: 10.3389/feduc.2023.1206936
  9. Hajam, K.B., Gahir, S. (2024). Unveiling the Attitudes of University Students Toward Artificial Intelligence. Journal of Educational Technology Systems, 52(9). 10.1177/00472395231225920
  10. Karan, B., Angadi, G.R. (2023). Artificial Intelligence Integration into School Education: A Review of Indian and Foreign Perspectives. Millennial Asia. doi: 10.1177/09763996231158229
  11. Karan-Romero, M., Salazar Gamarra, R.,Leon Rios, X. (2023). Evaluation of Attitudes and Perceptions in Students about the Use of Artificial Intelligence in Dentistry. Dentistry Journal, 11(5), 125. doi:10.3390/dj11050125
  12. Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfefer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
  13. Khater, A., Zaaqoq, A., Wahdan, M., Ashry, S. (2023). Knowledge and Attitude of Ain Shams University Medical Students towards Artificial Intelligence and its Application in Medical Education and Practice. Educational Research and Innovation Journal, 3(10), 29-42. 10.21608/erji.2023.306718
  14. Kim, N.J., Kim, M.K. (2022) Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing. Front. Educ. 7:755914. doi: 10.3389/feduc.2022.755914
  15. Kim, S.-W., Lee, Y. (2023). Investigation into the Influence of Socio-Cultural Factors on Attitudes toward Artificial Intelligence. Education and Information Technologies, 29(8), 1-29. 10.1007/s10639-023-12172-y
  16. Kumar, P., Nithiya, S., Suguna, A., Kavitha, K.B. (2023). Implementation of Artificial Intelligence in Education. International research journal of computer science, 10(05):104-108. doi: 10.26562/irjcs.2023.v1005.01
  17. Landis, E. (2023). AI Tools for the Researcher: Streamlining the Scholarly Communications Process. EON. Retrieved July 25th 2024 from https://eon.pubpub.org/pub/dtxegde0
  18. Lavidas, K., Voulgari, I., Papadakis, S., Athanassopoulos, S., Anastasiou, A., Filippidi, A., Komis, V., Karacapilidis, N. (2024). Determinants of Humanities and Social Sciences Students’ Intentions to Use Artificial Intelligence Applications for Academic Purposes. doi: 10.20944/preprints202404.0750.v1
  19. Li, C., Xing, W., & Leite, W. (2022). Building socially responsible conversational agents using big data to support online learning: A case with Algebra Nation. British Journal of Educational Technology, 53(4), 776–803. https://doi.org/10.1111/bjet.13227
  20. Liu, Y. & Baucham, M. (2023). AI Technology: Key to Successful Assessment. In E. Meletiadou (Ed.), Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era (pp. 304-325). IGI Global. https://doi.org/10.4018/978-1-6684-8292-6.ch016
  21. Lund, B. D., Wang, T., Mannuru, N. R., Nie, B., Shimray, S., & Wang, Z. (2023). ChatGPT and a new academic reality: Artifcial Intelligence-written research papers and the ethics of the large language models in scholarly publishing. Journal of the Association for Information Science and Technology, 74(5), 570–581. https://doi.org/10.1002/asi.24750
  22. Przybyła–Kasperek, M., Smyrnova-Trybulska, E., Kommers, P. (2023). Factors Enhancing Students’ Views on Artificial Intelligence. International Journal of Research in E-learning, 9 (2), 1–42. doi: 10.31261/ijrel.2023.9.2.03
  23. Samreen, B., Hasan, Q.S. (2023). Assessing Students’ Attitude Towards Artificial Intelligence with Respect to Gender and Use of Computer and Mobile Devices. International Journal For Multidisciplinary Research, 5(3). doi: 10.36948/ijfmr.2023.v05i03.4130
  24. Sasota, R.S., Cristobal, R.R., Sario I.S., Biyo, J.T., Magadia, J.C. (2021). Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines. Journal of Computers in Education, 8(3), 443–464. https://doi.org/10.1007/s40692-021-00185-w
  25. Shirokolobova, A.G. (2024). Artificial intelligence as a tool to optimize the work of a higher school teacher // Pedagogy. Voprosy teorii i praktiki, 9(2), 138-145.
  26. Sok, S., Heng, K. (2023). ChatGPT for Education and Research: A Review of Benefits and Risks. Cambodian Journal of Educational Research, 3(1), 110–121. doi.org/10.2139/ssrn.4378735
  27. Strzelecki, A. (2024). Students’ Acceptance of ChatGPT in Higher Education: An Extended Unifed Theory of Acceptance and Use of Technology. Innovative Higher Education. 49:223–245. https://doi.org/10.1007/s10755-023-09686-1
  28. Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning & Teaching, 6(1), 1–22
  29. Williamson, B., Macgilchrist, F., & Potter, J. (2023). Re-examining AI, automation and datafcation in education. Learning, Media and Technology, 48(1), 1–5. https://doi.org/10.1080/17439884.2023.2167830
  30. Zembylas, M. (2023). A decolonial approach to AI in higher education teaching and learning: Strategies for undoing the ethics of digital neocolonialism. Learning, Media and Technology, 48(1), 25–37. https://doi.org/10.1080/17439884.2021.2010094