Knowing is not enough : perceived familiarity with generative AI, support needs, and critical–responsible orientation among higher education students

Radovan, Marko (avtor), Makovec Radovan, Danijela (avtor)

Generative AI tools are spreading rapidly through higher education, yet relationships among students’ perceived familiarity with GenAI, self-reported use, support needs, and critical–responsible orientation remain insufficiently understood. We surveyed 449 students from four Slovenian faculties of education and arts. Perceived familiarity with GenAI was measured using a single self-assessment item rather than a test of knowledge or competence. Critical–responsible orientation was operationalized as the importance students assigned to nine ethical and societal issues; it did not measure observed responsible behavior. Perceived familiarity with GenAI was positively but modestly associated with the frequency, breadth, and diversity of self-reported learning-related GenAI use. Descriptively, students with lower perceived familiarity reported greater support needs across all five areas, while responsible-use guidance was widely requested in both groups. Perceived familiarity with GenAI did not significantly predict critical–responsible orientation; age showed a small positive association. Among the 196 respondents who reported using GenAI for learning, perceived familiarity was the only significant predictor of the number of learning-related purposes; perceived instructional and institutional support and critical–responsible orientation were not independently associated with the outcome. These findings distinguish perceived familiarity with GenAI, self-reported use, support needs, and critical–responsible orientation as related but non-equivalent dimensions of GenAI readiness. Higher education institutions should provide curriculum-based support that combines practical GenAI skills with critical evaluation and attention to responsible use.

• Jezik: Angleški jezik
• Ključne besede: higher education, GenAI, self-reported GenAI use, student support needs, critical–responsible orientation, generative AI
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: FF - Filozofska fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Datum objave: 01.01.2026
• Leto izida: 2026
• Št. strani: Str. 1-21
• Številčenje: Vol. 16, no. 8, 1259
• PID: 20.500.12556/RUL-189687
• UDK: 378
• ISSN pri članku: 2227-7102
• DOI: 10.3390/educsci16081259
• COBISS.SI-ID: 294776323
• Datum objave v RUL: 14.10.2026

Gradivo je del revije

• Naslov: Education sciences
• Skrajšan naslov: Educ. sci.
• Založnik: MDPI
• ISSN: 2227-7102
• COBISS.SI-ID: 520257817

Licence

• Licenca: CC BY-NC 4.0, Creative Commons Priznanje avtorstva-Nekomercialno 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by-nc/4.0/deed.sl
• Opis: Licenca Creative Commons, ki prepoveduje komercialno uporabo, vendar uporabniki ne rabijo upravljati materialnih avtorskih pravic na izpeljanih delih z enako licenco.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: umetna inteligenca, visokošolsko izobraževanje, generativna UI

Projekti

• Financer: Drugi - Drug financer ali več financerjev
• Program financ.: Republika Slovenija, Ministrstvo za vzgojo in izobraževanje
• Številka projekta: 3350-24-3502
• Naslov: Generativna umetna inteligenca v izobraževanju