Biography
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Conference contributions 2
FROM ADOPTION TO RESPONSIBILITY:
Higher education students' views on AI, learning and the future of work
Artificial intelligence is transforming higher education and work, but students' perceptions of benefits, risks and responsible use remain uneven. This study examines how higher education students understand, use and evaluate AI tools in academic and professional contexts. Drawing on survey data from 104 respondents, mostly undergraduate students in management, business, economics and finance, the research explores AI experience, perceived impacts, academic uses, ethical concerns and readiness for AI-supported decision-making. The findings indicate a pragmatic but cautious attitude. Most respondents see AI as useful yet risky, and identify technology, marketing, education and finance as areas of major impact. While self-assessed knowledge of AI is moderate, students associate AI with workplace efficiency and support for learning, especially through research assistance, summarisation, idea generation, personalised learning and clarification of complex topics. At the same time, trust in AI for business decision-making and confidence in distinguishing generative AI from other AI systems are weaker. Respondents express concern about over-reliance, job loss, privacy, transparency and algorithmic bias. In educational terms, students support the integration of AI into university courses and strongly favour institutional guidelines for ethical academic use. The study contributes to interdisciplinary debates on AI in education, culture and society by showing that students are not simply enthusiastic adopters or resistant users. Rather, they combine frequent use with a demand for responsible governance, pedagogical guidance and critical AI literacy. These results suggest that higher education institutions should move beyond access to tools and develop curricula integrating technical, ethical and professional dimensions of AI competence.
NATIONAL READINESS FOR RESPONSIBLE AI GOVERNANCE
Artificial intelligence has become a strategic priority for governments, universities and firms, but its responsible adoption depends not only on technological capacity but also on institutional governance. This paper examines national readiness for AI governance using open international data from the International Monetary Fund's AI Preparedness Index, complemented, where relevant, by policy information from the OECD.AI Policy Observatory and the Oxford Insights Government AI Readiness Index. Focusing on the relationship between digital infrastructure, human capital, innovation capacity and regulation and ethics, the study analyses how countries differ in their ability to support responsible and trustworthy AI. The empirical analysis compares selected European countries with different levels of economic development, digital maturity and regulatory capacity. Particular attention is given to the governance dimension, including ethical regulation, institutional coordination, accountability and the capacity to manage risks related to privacy, bias, transparency and labour market disruption. The analysis shows that AI readiness is uneven and multidimensional. Countries with stronger innovation systems and digital infrastructure do not automatically present equivalent strengths in ethical governance, while countries with emerging AI ecosystems may face particular challenges in translating policy ambition into institutional capacity. The paper contributes to interdisciplinary debates on AI in society by shifting attention from adoption to governance. It argues that responsible AI requires more than technical investment: it depends on regulatory preparedness, public sector capacity, skills development and mechanisms for social accountability. The findings are relevant for policymakers, educators and institutional leaders seeking to align AI development with ethical principles, social responsibility and inclusive digital transformation.