Artificial Intelligence and Information Technology in Universities in the Modern World: Challenges and Opportunities
Keywords:
Artificial Intelligence and Information Technology, Artificial Intelligence Education, Impact of Artificial Intelligence on UniversitiesAbstract
The aim of this study is to identify the opportunities and challenges of information technology and artificial intelligence in universities within the modern world. The method of this research is qualitative and employs meta-synthesis. The data collection tool comprises documents and previous research and library resources in this field. The data analysis method is open coding. According to the research findings, out of 300 related articles, 45 primary or criterion-based studies were analyzed. The extracted propositions include 31 subcategories and 10 main categories for challenges, and 33 main categories and 11 subcategories for opportunities. Based on the results of the present study, 63 opportunities and challenges regarding the application of artificial intelligence in contemporary universities were identified. This review highlighted numerous opportunities, such as advanced research capabilities and automation, among other aspects. Artificial intelligence tools are found to optimize and streamline tasks across various university departments. The challenges include ethical concerns, issues of integration, and problems related to data structuring. Despite the concerns raised in the literature, the advantages of artificial intelligence cannot be overstated. AI serves as a powerful tool for research, administrative task automation, personalized learning, and accessibility to educational content for both faculty and students. Universities must emphasize the use of such tools within regulatory frameworks to ensure the maintenance of required ethical standards. Furthermore, while significant progress has been made in employing artificial intelligence and information technology to enhance educational tasks—such as student duties in universities, summarizing existing research, and record management—careful governance remains essential.
Downloads
References
Banerjee, M., Chiew, D., Patel, K. T., Johns, I., Chappell, D., Linton, N., Cole, G. D., Francis, D. P., Szram, J., Ross, J., & Zaman, S. (2021). The impact of artificial intelligence on clinical education: Perceptions of postgraduate trainee doctors in London (UK) and recommendations for trainers. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-021-02870-x
Bozkurt, A., Karadeniz, A., Baneres, D., Guerrero-Roldan, A. E., & Rodriguez, M. E. (2021). Artificial intelligence and reflections from educational landscape: A review of AI studies in half a century. Sustainability, 13(2), 800. https://doi.org/10.3390/su13020800
Cao, J. J., Yang, T., Lai, I. K. W., & Wu, J. (2021). Student acceptance of intelligent tutoring systems during COVID-19: The effect of political influence. International Journal of Electrical Engineering Education. https://doi.org/10.1177/00207209211003270
Chai, C. S., Teo, T., Huang, F., Chiu, T. K. F., & Wang, X. (2022). Secondary school students' intentions to learn AI: Testing moderation effects of readiness, social good and optimism. Educational Technology Research and Development. https://doi.org/10.1007/s11423-022-10111-1
Chiu, T. K. F. (2021). A holistic approach to Artificial Intelligence (AI) curriculum for K-12 schools. TechTrends, 65, 796-807. https://doi.org/10.1007/s11528-021-00637-1
Chiu, T. K. F., Meng, H., Chai, C. S., King, I., Wong, S., & Yeung, Y. (2022). Creation and Evaluation of a pre-tertiary Artificial Intelligence (AI) curriculum. Ieee Transactions on Education, 65(1), 30-39. https://doi.org/10.1109/TE.2021.3085878
Chung, H. C., Oduncu, P., Güdekli, İ. A., & Doğankaya, E. (2023). Higher Education in Turkey during the Covid-19 Pandemic: A study on communication problems experienced during online distance education. Vivat Academia, 50-71. https://doi.org/10.15178/va.2023.156.e1440
Costa-Mendes, R., Oliveira, T., Castelli, M., & Cruz-Jesus, F. (2021). A machine learning approximation of the 2015 Portuguese high school student grades: A hybrid approach. Education and Information Technologies, 26(2), 1527-1547. https://doi.org/10.1007/s10639-020-10316-y
Demir, K., & Kaya, O. (2021). Artificial intelligence and ethics: Applications and ethical issues in Turkey. Journal of Human and Social Sciences Research, 10(2), 324-339. https://doi.org/10.15869/itbad.2021.324
Evans, C. (2023). Artificial intelligence in education: Recent developments and future perspectives. Educational Technology Review, 22(3), 150-172. https://dergipark.org.tr/en/download/article-file/4143191
Garcia, M., & Jones, R. (2021). Artificial intelligence in K-12 education: Opportunities and challenges. Journal of Educational Innovation, 23(2), 99-118. https://dergipark.org.tr/en/download/article-file/4143191
Grassini, S. (2023). Shaping the future of education: Exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692
Hanila, S., & Muhammad Afif, A. (2023). Pelatihan Penggunaan Artificial Intelligence (AI) Terhadap Perkembangan Teknologi Pada Pembelajaran Siswa SMA 10 Sukarami Kota Bengkulu. Jurnal Dehasen Mengabdi, 2, 1. https://doi.org/10.37676/jdm.v2i2.4890
Kaya, H., & Şahin, D. (2021). The use of AI in education and data security: The case of Turkey. Journal of Information Security, 10(2), 110-126. https://doi.org/10.33958/bgd.2021.10.2.05
Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410
Maqbool, F. (2021). The Role of Artificial Intelligence and Smart Classrooms during Covid-19 Pandemic and its impact on Education. Journal of Independent Studies and Research Computing, 19(1). https://doi.org/10.31645/JISRC.41.19.1.2
Martinez, P. (2021). Integrating AI into the classroom: Strategies and outcomes. International Journal of Educational Technology, 18(4), 112-135. https://dergipark.org.tr/en/download/article-file/4143191
Minn, S. (2022). AI-assisted knowledge assessment techniques for adaptive learning environments. Comput. Educ. Artif. Intell., 3, 244454. https://esjournal.ir/fa/show.php?pid=153
Mon, B. F., Wasfi, A., Hayajneh, M., & Slim, A. (2024). A Study on Role of Artificial Intelligence in Education. 1413 International Conference on Computing, Electronics & Communications Engineering (iCCECE), https://research.uaeu.ac.ae/en/publications/a-study-on-role-of-artificial-intelligence-in-education
Mujtaba, D. F., & Mahapatra, N. R. (2025). Artificial Intelligence in Computerized Adaptive Testing. 1414 International Conference on Computational Science and Computational Intelligence (CSCI), https://american-cse.org/sites/csci2020proc/pdfs/CSCI2020-6SccvdzjqC7bKupZxFmCoA/762400a649/762400a649.pdf
Raaflaub, K. A. (2021). Caesar and genocide: Confronting the dark side of Caesar's Gallic Wars. New England Classical Journal, 48(1), 54-80. https://doi.org/10.52284/NECJ/48.1/article/raaflaub
Thompson, J. (2022). Artificial intelligence in education: Trends, challenges, and future directions. Journal of Educational Technology and Innovation, 15(2), 45-67. https://dergipark.org.tr/en/download/article-file/4143191
Tzoneva, I. (2024). Benefits and challenges in using AI-powered educational tools. Education and New Developments, https://end-educationconference.org/wp-content/uploads/2023/06/23_P_552.pdf
Wang, B., Rau, P., & Yuan, T. (2023). Measuring user competence in using artificial intelligence: Validity and reliability of the artificial intelligence literacy scale. Behaviour & Information Technology, 42(9), 1324-1337. https://doi.org/10.1080/0144929X.2022.2072768
Willis, V. (2023). The role of artificial intelligence (AI) in personalizing online learning. Journal of Online and Distance Learning, 3(1), 1-13. https://doi.org/10.47941/jodl.1689
Wilson, T. (2024). The impact of AI on learning environments: A comprehensive review. Journal of Modern Educational Research, 19(1), 30-55. https://dergipark.org.tr/en/download/article-file/4143191
Wu, R., & Yu, Z. (2024). Do AI chatbots improve students' learning outcomes? Evidence from a meta-analysis. British Journal of Educational Technology, 54(3), 24. https://doi.org/10.1080/20420695.2022.23334
Yau, K. W., Chai, C. S., Chiu, T. K., Meng, H. M., King, I., & Yam, Y. (2022). A phenomenographic approach on teacher conceptions of teaching Artificial Intelligence (AI) in K-12 schools. Education and Information Technologies, 16, 2442-4842. https://eric.ed.gov/?id=EJ1363928
Yeilyurt, S., Dundar, R., & Aydın, M. (2024). Views of graduate students in social studies education on artificial intelligence. Asya Studies, 8(27), 1-14. https://doi.org/10.31455/asya.1406649
Zhang, L., & Wang, Z. (2021). AI-driven accessibility tools for inclusive education: A review. Educational Review, 73(4), 501-519. https://doi.org/10.1080/00131911.2020.1786587
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 علیرضا گلستانی
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
