www.learningsummit.eu 16 Enhancing Agricultural Education with Artificial Intelligence and QGIS: Experiences from the INSAC AGRIS Project Daniel Amariei1, Gabor Milics2 and Krisztina Toth3 1. Projektberatung und Management Expert Assoziation – PAMEA, Austria 2. Hungarian University of Agriculture and Life Sciences – MATE, Hungary 3. Hungarian University of Agriculture and Life Sciences – MATE, Hungary Integration of Artificial Intelligence into Geographic Information Systems, particularly QGIS, offers real interesting opportunities for advancing the agricultural education and training area. This article aims to present the use of AI techniques incorporated into the QGIS platform for the implemented INSAC AGRIS project, with the objective of enhancing training in precision agriculture, especially for predicting best days for crops treatments. The study primarily investigates the capability of artificial intelligence to analyse geographical data related to the crop parcel, including soil composition datasets, satellite imaging, drone photography, and meteo datasets, analysis which aims to improve agricultural data and decision-making. As a result, there is an increased focus on educating farmers and agriculture advisors in practical skills and knowledge to improve crop yields, lower expenses, and adopt a data-driven approach in their decision-making. The technique creates a detailed workflow guide for integrating AI with QGIS. The primary results of this research primarily focus on the precision of predictions and soil productivity, as well as the optimization of resource utilization. Our study explores the significant problem and opportunity posed by the practical application of modern technology in the sector of agriculture, which necessitates extensive learning and re-learning. Friday 13th September, 11.20-13.10 Session 2: AI in Higher Education: Transforming Pedagogical Practices The Perception of Higher Education Teachers Regarding the Use of AI-based tools to Personalize Learning: A Pre/post Training Analysis in Romania Georgeta Chirlesan1 and Dumitru Chirlesan2 1. National University of Science and Technology POLITEHNICA Bucharest -Pitesti University Centre 2. National University of Science and Technology POLITEHNICA Bucharest -Pitesti University Centre University students possess distinct learning paces, styles, and preferences. This generates differences among them in learning skills and levels and makes the personalization of learning more necessary within today's challenging Higher Education (HE) environments. HE teachers seek efficient ways to adapt teaching to students’ various learning needs and provide personalized learning to foster engagement, deeper understanding, and more meaningful educational outcomes. Using Artificial Intelligence (AI) tools to support personalized learning represents a feasible and efficient solution. Still, to become applicable, it requires training the teachers on using AI tools and increasing their confidence in their own skills in this field. This study aimed to analyze how the HE teachers’ perception changes in using AI-based tools to personalize learning through the training they received. Purposive sampling was used to form the study group. Questionnaire-based quantitative research was implemented on the study group composed of 24 Romanian HE teachers who, in April 2024, completed a 16-hour training course providing hands-on opportunities to learn how to personalize
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