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All Journal Journal of Educational Technology and Learning Creativity
Leonid Panasiuk
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Computer Science & IT Education

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Journal : journal of educational technology and learning creativity

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Artificial Intelligence as an Integral Component of the Digital Culture within Contemporary Higher Education Horban, Oleksandr; Mykola Stadnyk; Svitlana Vintoniv-Bakharieva; Leonid Panasiuk; Oksana Yatyshchuk
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2333

Abstract

Purpose of the study: Purpose of this study is to formalize a framework for the integration of AI into higher education, predicated on an analysis of cognitive transformations, subjective strategies, and regulatory frameworks for intervention. Methodology: The methods employed in this study encompass cognitive-discursive calibration, expert rubricative assessment, NLP analysis of academic texts, hybrid modeling of textogenesis, inter-iterative comparative analysis, a dispersion questionnaire of students, an expert scale survey of educators, ontological normative modeling. Main Findings: Through inter-iterative analysis, a notable increase in argumentative complexity (+14.1%), cognitive complexity (+21.2%), and syntactic complexity (+19.4%) was observed, alongside an enhancement in coherence (+14.6%). Conversely, there was a simultaneous decrease in subjectivity (−7.5%) and a significant increase in AI-discriminant weight (+180.2%). Instances of complete generation were recorded in 16% of cases, indicative of hyperdelegation and the erosion of intentionality; the survey revealed epistemological polarization regarding the AI perception. In response to these identified factors, a stratified framework has been developed, prioritizing cognitive non-delegation, semantic traceability, and subjective accountability, which aims to ensure the stabilization of cognitive sovereignty and digital autonomy. Novelty/Originality of this study: The scientific novelty of this study lies in developing a formalized framework for integrating artificial intelligence into higher education, emphasizing cognitive traceability, subjective accountability, and normative stratification. This framework systematically aligns AI-mediated educational processes with ethical standards and pedagogical imperatives, ensuring responsible technological integration that supports transparency, learner agency, and sustainable academic governance within digital learning environments.
Artificial Intelligence as an Integral Component of the Digital Culture within Contemporary Higher Education Horban, Oleksandr; Mykola Stadnyk; Svitlana Vintoniv-Bakharieva; Leonid Panasiuk; Oksana Yatyshchuk
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2333

Abstract

Purpose of the study: Purpose of this study is to formalize a framework for the integration of AI into higher education, predicated on an analysis of cognitive transformations, subjective strategies, and regulatory frameworks for intervention. Methodology: The methods employed in this study encompass cognitive-discursive calibration, expert rubricative assessment, NLP analysis of academic texts, hybrid modeling of textogenesis, inter-iterative comparative analysis, a dispersion questionnaire of students, an expert scale survey of educators, ontological normative modeling. Main Findings: Through inter-iterative analysis, a notable increase in argumentative complexity (+14.1%), cognitive complexity (+21.2%), and syntactic complexity (+19.4%) was observed, alongside an enhancement in coherence (+14.6%). Conversely, there was a simultaneous decrease in subjectivity (−7.5%) and a significant increase in AI-discriminant weight (+180.2%). Instances of complete generation were recorded in 16% of cases, indicative of hyperdelegation and the erosion of intentionality; the survey revealed epistemological polarization regarding the AI perception. In response to these identified factors, a stratified framework has been developed, prioritizing cognitive non-delegation, semantic traceability, and subjective accountability, which aims to ensure the stabilization of cognitive sovereignty and digital autonomy. Novelty/Originality of this study: The scientific novelty of this study lies in developing a formalized framework for integrating artificial intelligence into higher education, emphasizing cognitive traceability, subjective accountability, and normative stratification. This framework systematically aligns AI-mediated educational processes with ethical standards and pedagogical imperatives, ensuring responsible technological integration that supports transparency, learner agency, and sustainable academic governance within digital learning environments.
Co-Authors Horban, Oleksandr Mykola Stadnyk Oksana Yatyshchuk Svitlana Vintoniv-Bakharieva