Abstract
This study explores pedagogical and psychological aspects of using artificial intelligence technologies in higher education. Particular attention is given to students’ and instructors’ readiness to interact with intelligent systems, as well as to the influence of digital technologies on learning motivation, cognitive processes, and academic behavior.
The study involved 126 first- and second-year university students enrolled in different academic programs. Data were collected through questionnaires, psychodiagnostic instruments, and an assessment of learning-related activities.
The findings indicate that digital competence, academic motivation, and trust in intelligent systems are associated with patterns of using AI-based educational platforms. Students with stronger self-regulation skills adapted more successfully to personalized learning environments and demonstrated more stable academic performance. Higher levels of digital competence and academic motivation were also linked to more active use of digital learning tools.
The findings emphasize the importance of considering both pedagogical and psychological factors when implementing artificial intelligence technologies in higher education. The results may be useful for improving educational programs and developing initiatives aimed at strengthening students’ digital competence.