The Pinnacle A Journal by Scholar-Practitioners,
Journal Year:
2024,
Volume and Issue:
2(3)
Published: Nov. 1, 2024
This
video
presentation
provides
an
overview
of
methods
and
best
practices
for
using
AI
in
academic
research,
emphasizing
its
significance
from
a
library
perspective.
It
introduces
key
concepts,
strategies,
the
importance
literacy,
incorporating
brief
review
frameworks
evaluation
use
technologies.
also
offers
concise
summary
popular
research
tools
based
on
select
recommendations
reputable
institutions
industry
scholarship.
The
inclusion
visual
auditory
elements
detailing
matters
pertaining
to
higher
education
contributes
multimodal
diversified
approach
designed
broader
audience.
Video
formats
may
complement
other
traditional
forms
publication
by
providing
explanations
that
are
intended
enhance
accessibility
engagement
with
complex
concepts
scholarly
discourse.
Journal of Librarianship and Information Science,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Jan. 2, 2025
This
study
adopted
an
exploratory
approach
to
investigate
the
nuances
of
AI
literacy
among
Library
and
Information
Science
(LIS)
students
in
South
Asia
namely
Bangladesh,
India
Pakistan.
A
total
632
respondents
from
these
countries
participated
online
survey
that
explored
their
level
familiarity
with
tools
technologies,
purposes
using
tools,
ethical
perceptions
how
AI-related
contents
were
covered
LIS
courses
programmes.
The
results
indicate
are
moderately
familiar
but
degree
self-rated
ranges
basic
advanced.
Students
reported
for
academic
purposes,
including
information
searching,
summarising
articles,
generating
ideas
writing
papers.
However,
participant
expressed
concerns
about
usage
Generative
particularly
integrity
plagiarism
writing.
underscore
need
more
robust
education
Asian
programmes
–
potentially
globally
deepen
students’
understanding
critical
engagement
technologies.
would
better
equip
them
emerging
roles
AI-integrated
library
services,
highlighting
a
key
direction
curriculum
development,
training
methodologies
policy
initiatives
within
management
profession.
Zeitschrift für Hochschulentwicklung,
Journal Year:
2025,
Volume and Issue:
20(SH-KI-2), P. 185 - 205
Published: Feb. 27, 2025
Künstliche
Intelligenz
(KI)
nimmt
eine
immer
größere
Rolle
im
Berufs-
und
Alltagsleben
ein.
Ein
bedeutendes
Anwendungsgebiet
von
KI
sind
Chatbots,
die
Menschen
als
digitale
Assistenten
bei
diversen
Aufgaben
unterstützen
können.
Der
vorliegende
Beitrag
stellt
Umsetzung
eines
Moduls
zum
Themenbereich
Chatbots
vor,
das
konzipiert
wurde,
um
anwendungsbezogene
KI-Kompetenz
in
der
Hochschullehre
zu
fördern.
Das
Didaktische
Design
des
kombiniert
passgenau
Wissensvermittlung
zur
Funktionsweise
mit
einer
praktischen
basierend
auf
dem
Making-Konzept.
Zeitschrift für Hochschulentwicklung,
Journal Year:
2025,
Volume and Issue:
20(SH-KI-2), P. 13 - 37
Published: Feb. 27, 2025
Basierend
auf
einer
im
Sommer
2024
durchgeführten
Umfrage
an
der
DHBW
Heilbronn
über
die
Verbreitung
und
Verwendung
von
generativer
KI
bei
Studierenden
Lehrenden
wird
aufgezeigt,
wie
Lernprozesse
durch
Integration
in
Lehre
neu
gestaltet
werden
können.
Wir
zeigen
anhand
Befragungsergebnisse,
warum
eine
curriculare
Verankerung
KI-Kompetenzen
für
den
Studienerfolg
förderlich
wäre
welche
Rolle
Lehrende
dabei
spielen
Anhand
eines
so
Praxisbeispiels
aus
einem
betriebswirtschaftlichen
Studiengang
hierbei
verdeutlicht,
mithilfe
Selbstlerneinheiten
Erwerb
KI-Kompetenzen,
z.
B.
reflektierte
kritische
Umgang
mit
KI-Tools,
eigene
erfolgreich
integriert
kann.
Frontiers in Education,
Journal Year:
2025,
Volume and Issue:
10
Published: March 26, 2025
Despite
the
recent
increase
in
research
on
artificial
intelligence
education
(AIED),
studies
investigating
perspectives
of
academic
staff
and
implications
for
future-oriented
teaching
at
higher
institutions
remain
scarce.
This
exploratory
study
provides
initial
insight
into
112
by
focusing
three
aspects
considered
relevant
sustainable,
age
AI:
instructional
design,
domain
specificity,
ethics.
The
results
indicate
that
participants
placed
greatest
importance
AIED
Furthermore,
indicated
a
strong
interest
(mandatory)
professional
development
AI
more
comprehensive
institutional
support.
Faculty
who
perceived
design
as
important
were
likely
to
use
AI-based
tools
their
practice.
However,
relevance
specificity
ethics
did
not
predict
tool
integration,
which
suggests
an
intention–behavior
gap
warrants
further
investigation
factors
such
literacy
structural
conditions
education.
findings
may
serve
basis
discussion
adequate
support
services
learning
AI.
