CURRICULUM, INSTRUCTION, AND PEDAGOGY article
Front. Educ.
Sec. Higher Education
This article is part of the Research TopicReimagining Higher Education: Responding Proactively to 21st Century Global ShiftsView all 36 articles
Artificial Intelligence in Higher Education: Student Perspectives on Practices, Challenges, and Policies in a Transitional Context
Provisionally accepted
Bashkim Çerkini1
Kaltrina of Bajraktari2
Blerina Çibukçiu3*
Fehmi Ramadani3Fakije of Zejnullahu1Lulzim Hajdini4- 1University of Applied Sciences Ferizaj, Ferizaj, Albania
- 2AAB College, Pristina, Kosovo, Pristina, Albania
- 3University of Pristina "Hasan Pristina", Faculty of Education, Pristina, Albania
- 4University of Prishtina "Hasan Prishtina" Faculty of Civil Engineering, Pristina, Albania
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
This study explores the integration of Artificial Intelligence (AI) in higher education, with a particular focus on Kosovo's transitional educational system. It investigates the students' perceptions, the challenges they encounter, and institutional policies related to the AI use in learning practices. This research employed a mixed-methods design, including both quantitative and qualitative data. The qualitative data were assessed through thematic analysis, while quantitative data were processed using Statistical Method using SPSS. A questionnaire was designed based on SATAI (Student Attitudes Toward Artificial Intelligence) and Student Perspectives on AI in Higher Education: Student Survey, to gain insights into students' perspectives. A total of 554 students participated from public and private universities in Kosovo. The results indicated a significant positive correlation between AI and positive students' attitudes (r = .813, p < .001) – students who used AI often tended to view it positively and use it more. Conversely, students who lacked AI training and experience reported significant challenges in use. Furthermore, the findings revealed that positive perceptions of institutional policies are associated with increased AI use (B = 0.13, p < .001). However, gender and age differences didn't have a significant influence on attitudes and the use of AI. The overall results highlight the critical need to construct clear policies, comprehensive and effective training to maximize the benefits of AI in the academic context.
Keywords: artificial intelligence, higher education, Practices, Challenges, policies
Received: 05 Sep 2025; Accepted: 28 Nov 2025.
Copyright: © 2025 Çerkini, Bajraktari, Çibukçiu, Ramadani, Zejnullahu and Hajdini. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Blerina Çibukçiu
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.