www.learningsummit.eu 18 Artificial Intelligence in Higher Education: Exploring AI Tool Adoption and its Impact in Universities Mac Stevely1, Levent Gorgu2, Eleni Mangina3 and Aikaterini Kanta4 1. University of Portsmouth, United Kingdom of Great Britain and Northern Ireland 2. University College Dublin, Republic of Ireland 3. University College Dublin, Republic of Ireland 4. University of Portsmouth, United Kingdom of Great Britain and Northern Ireland The meteoric rise of AI tools in recent years has changed many aspects of society and daily life. AI is increasingly integrated into professional settings, from customer service to assembly lines agriculture to transportation. Virtual assistant technologies such as Alexa, Siri, and Google Assistant are now present in numerous households worldwide, ready to provide an answer to any query. Large Language Models like Chat-GPT are used instead of internet search engines; their answers are often deemed trustworthy without verification. One of the areas where the adoption of AI tools for learning has increased exponentially is education. Indeed, integrating AI tools in academic institutions has transformed teaching and learning practices. In this paper, a survey of students and staff of a UK higher learning institution is conducted that looks at the different ways AI is used and attempts to explain its growth in popularity. It further explores the new role AI tools play in universities by looking at the impact on learning outcomes, student engagement, ethical considerations, and how these are perceived by students and staff alike. Enhancing AI literacy Among Educators: A Piloting Study Lize Michorius1, Francisco José Castillo Hernández2 and Miquel Pérez Torres3 1. University of Groningen, Netherlands 2. University of Groningen, Netherlands 3. University of Groningen, Netherlands This study addresses the integration of AI into educators' teaching practices through tailored professional development, aiming to enhance AI literacy and ethical awareness. Conducted as part of the Erasmus+ project INFINITE (artIficial iNtelligence For professIonal aNd pedagogIcal pracTices in Higher Education), the research employed a design-based research approach to develop and assess a comprehensive AI literacy workshop for higher education educators. Seven educators specializing in science education and communication participated in the workshop, which utilized social constructivist learning principles to improve attitudes towards AI and facilitate responsible AI integration in education. Pre- and post-workshop surveys employing Likert-scale statements measured changes in attitudes, while open-ended questions gathered qualitative feedback on workshop content and delivery. Quantitative analysis indicated a significant increase in perceived ease of use of AI post-workshop. However, perceived usefulness and behavioral intentions towards AI remained largely unchanged. Qualitative feedback highlighted participant satisfaction with practical exercises and group discussions, particularly those emphasizing prompt engineering and ethical considerations. Participants valued hands-on activities that provided concrete skills for effective AI use in educational settings. Suggestions for improvement included more interactive activities, better alignment with participants' prior knowledge, and extended time for practice. In short, this initial piloting study within the Erasmus+ INFINITE project represents the first step in building a competence
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