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{{Paper
|id=Vol-3879/AIxEDU2024_paper_14
|storemode=property
|title=Artificial Intelligence in Professional Activities of a University Lecturer in Ukraine:
Realities and Prospects
|pdfUrl=https://ceur-ws.org/Vol-3879/AIxEDU2024_paper_14.pdf
|volume=Vol-3879
|authors=Svitlana Skvortsova,Tetiana Symonenko,Tetiana Britskan,Oksana Onopriienko,Ruslana Romanyshyn
|dblpUrl=https://dblp.org/rec/conf/aixedu/SkvortsovaSBOR24
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==Artificial Intelligence in Professional Activities of a University Lecturer in Ukraine:
Realities and Prospects==
https://ceur-ws.org/Vol-3879/AIxEDU2024_paper_14.pdf
Artificial Intelligence in the Professional Activity of a
University Lecturer in Ukraine: Realities and Prospects
Svitlana Skvortsova1,∗ , Tetiana Symonenko2 , Tetiana Britskan3 , Oksana Onopriienko4 and
Ruslana Romanyshyn5
1
The State Institution “South Ukrainian National Pedagogical University named after K. Ushynsky”, 26 Staroportofrankivs’ka Str.,
Odesa, 65020, Ukraine
2
Bohdan Khmelnytsky National University at Cherkasy, 81 Shevchenko Blvd., Cherkasy, 18000, Ukraine
3
Izmail State University of Humanities, 12 Riepina Str., Izmail, 68600, Ukraine
4
Department of Primary Education, Institute of Pedagogy of the NAES of Ukraine, 52D Sichovykh Striltsiv Str., Kyiv, 04053,
Ukraine
5
Vasyl Stefanyk Precarpathian National University, 57 Shevchenko Str., Ivano-Frankivsk, 76018, Ukraine
Abstract
The professional activity of a university lecturer in Ukraine can be viewed as a problem-solving process that
includes both routine and non-routine tasks. It is clear that artificial intelligence tools can improve the effectiveness
of lecturers’ solving these tasks and save them time.
The aim of this study is to determine the state of practice in applying artificial intelligence tools in the
professional activities of university lecturers in Ukraine in performing routine tasks.
Based on the types of professional activities of a university lecturer in Ukraine—teaching, methodological,
and scientific—and having identified possible artificial intelligence tools for solving routine tasks, we created a
questionnaire. The purpose of this questionnaire is to determine teachers’ attitudes toward the use of artificial
intelligence in their professional activities and the artificial intelligence tools used by Ukrainian university
teachers. Using the artificial intelligence tools ChatGPT and Microsoft Copilot in Bing, an online questionnaire
consisting of 8 sections and 36 questions was developed. The questionnaire was presented in Google Forms and
distributed through social networks and professional associations of teachers.
The article presents the results of a survey of 205 university lecturers in Ukraine. It was found that 30.4% of
respondents believe they have never used AI, 5.4% use AI daily, and 15.2% weekly. According to self-assessment
of knowledge and skills in the field of AI, the distribution by levels is as follows: very high – 0%, high – 4.4%,
medium – 41.4%, low – 33.5%, very low – 20.7%. Regarding attitudes toward the use of AI in education: 7.8% are
very positive, 43.6% are positive, 43.6% are neutral, 3.9% are negative, and 1% are very negative. The questionnaire
also included several questions about AI tools for information retrieval, creating presentations, scheduling classes,
generating reports, and creating test assignments. The teachers’ answers to the last question of the questionnaire
show that it is useful for understanding the possibilities of using artificial intelligence in the professional activities
of a university teacher, in particular, teachers have learned more about artificial intelligence tools that can be
used to perform routine tasks, which encourages them to study them more deeply.
Keywords
artificial intelligence, higher education, professional activity, university lecturer, routine tasks, AI-based tools
1. Introduction
Artificial Intelligence (AI) is advancing rapidly in modern society. The issue of AI’s role in education is
actively researched by scholars worldwide, particularly regarding ethical concerns, academic integrity,
and tools for enhancing learning. On the one hand, AI aids in idea generation, initial information
gathering, and writing improvement. However, AI can also provide unreliable information, generate
AlxEDU: 2nd International Workshop on Artificial Intelligence Systems in Education, November 25-28, 2024, Bolzano, Italy
∗
Corresponding author.
†
These authors contributed equally.
Envelope-Open skvo08@i.ua (S. Skvortsova); tetianasymonenko4@gmail.com (T. Symonenko); britskan1994@gmail.com (T. Britskan);
oks\protect\TU_on@ukr.net (O. Onopriienko); ruslanaromanyshyn@ukr.net (R. Romanyshyn)
Orcid 0000-0003-4047-1301 (S. Skvortsova); 0000-0001-5963-0451 (T. Symonenko); 0000-0001-7277-4169 (T. Britskan);
0000-0002-0301-1392 (O. Onopriienko); 0000-0001-8480-2702 (R. Romanyshyn)
© 2024 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
pre-written texts upon student requests, and offer ready-made solutions to problems. Therefore, the
impact of AI on education is a pertinent issue [1].
Despite potential risks and ethical concerns, AI holds significant potential for improving the quality
of university teaching and the preparation of future professionals.
Therefore, the study of the possibilities of AI for the organization of the educational process in
university and the mastering of educational tools by university teachers based on AI are relevant to
the practice of higher education in Ukraine. Therefore, the topic joint research of members of the
Association of Ukrainian Researchers in Austria, the Department of Mathematics and Methods of its
Teaching, Ushynsky University (Odesa, Ukraine), the Department of Preschool and Primary Education
of Izmail State University of Humanities (Izmail, Ukraine) was selected the use of artificial intelligence
in the teacher’s professional activity university.
The purpose of the research is a theoretical study of the problem of the use of AI in the educational
process of the university, identification and selection of AI tools for performing routine tasks by
teachers and universities, their popularization and introduction into the professional practice activity
of a university teacher.
The study is a logical continuation of the previous topic, as a result of which we selected ICT-based
technologies for the organisation of face-to-face and distance learning that includes technology: 1)
training organization; 2) conducting classes; 3) organization of students’ independent work. It is obvious
that at this stage, such technologies already contain AI tools, so research of AI tools in the professional
activity of a university teacher takes into account previous results [2, 3, 4].
At the first stage of the study (January - June 2024), we solved the task: to carry out a theoretical
analysis of the current state development of the problem of AI in education, the content of the teacher’s
professional activity university in the context of its routine tasks, definitions capabilities of AI to
intensify their solution and survey teachers of Ukrainian universities regarding the possibilities of using
AI in professional activity. We used AI to develop a questionnaire and organise an online survey of
Ukrainian university teachers based on the results.
2. AI and its types
AI refers to the ability of machines or computer programs to think, act, and react like humans. Key
characteristics include intelligent behaviour, environmental analysis, and taking goal-oriented actions
using various degrees of freedom [5]. It can autonomously achieve complex goals by analyzing its
environment and adapting to changing conditions [6]. AI is a product of human activity and learns
through interaction with humans, with human oversight. However, AI also extends human capabilities
by analysing large datasets, enhancing efficiency in human activities.
Researchers identify several types of AI systems [7]: 1) Artificial Neural Networks; 2) Natural
Language Processing; 3) Expert Systems; and 4) Computer Vision. These AI types operate through
different mechanisms but can address similar tasks.
For instance, Artificial Neural Networks mimic the workings of the human brain by simulating
biological neurons; they consist of interconnected nodes acting as artificial neurons that receive, process,
and transmit signals. Neurons are organised into layers, each performing different data transformations
(text, images). Artificial Neural Networks are used as a basis for other types of AI, such as Computer
Vision and Natural Language Processing. At the same time, Computer Vision uses machine learning
algorithms to recognise and process visual content. Unlike Artificial Neural Networks, which imitate
the mechanism of biological neurons, this AI system is set by humans to use algorithms. Computer
Vision is applicable beyond photo and video identification, being used for reading graphs and charts,
recognizing text (including handwriting), and other tasks.
For example, the Elai.io platform is utilized to create AI-generated videos with virtual presenters;
Google Photos is used for face and object recognition in photos to improve sorting and searching; the
DeepAI service generates images from text prompts; and Paintbytext is used for photo editing and
creating presentation materials.
It is important to note that Artificial Neural Networks are trained on examples, allowing them to
identify complex patterns within data. This makes them suitable for analyzing data where intricate
patterns and relationships must be detected. Expert Systems perform a similar function, using predefined
rules and facts to solve specific problems in a narrow domain. These systems are user-friendly, as
modifications to the knowledge base — such as adding new rules or facts — can be made without
programming, and they can explain their conclusions. Expert Systems are also widely used in sectors
such as medicine, finance, and law.
Artificial Neural Networks, with their capacity for self-learning and adaptation, are extremely power-
ful across numerous applications, including pattern recognition, autonomous driving, text generation,
and many other areas. It should be noted that, despite the fact that different types of AI have different
mechanisms of operation, they can perform the same functions. For example, in addition to Artificial
Neural Networks, such types as Natural Language Processing (NLP) are employed to understand and
process human speech by computers. NLP involves tasks such as translation, speech recognition,
semantic analysis, answering questions, and text generation. It is utilized for automatic translation,
text analysis, voice search, and similar tasks.
Examples of NLP applications include chatbots used by university educators, such as ChatGPT by
OpenAI, Claude by Anthropic, Google Gemini, Microsoft Copilot, Perplexity AI, and Phind. These tools
can answer questions, generate texts, and provide information, though it’s important to remember that
they source information from the internet and may not always offer accurate responses.
At the same time, it should be noted that online services can be built using not one but several AI
systems. Of course, this issue is not very important for the user; the main thing is that a certain service
performs the declared functions.
AI in education is an umbrella term that encompasses a wide range of technologies, algorithms, and
related multimodal data used in formal, non-formal, and informal educational settings. These methods
include data analysis, machine learning, NLP, large language models (LLMs), generative models, and
neural networks [1]. A comprehensive overview of AI applications in education is provided in the work
of Zawacki-Richter et al. [8].
AI creates opportunities to support learning and teaching in real-time, offering more effective solutions
[9].
AI can support paradigm shifts in education [10]. The research highlights the potential of AI to create
personalized learning environments while acknowledging the complexities involved. It is essential
to recognize that AI’s educational support functions depend on the pedagogical decisions made by
teachers [11].
The potential of AI to provide personalized learning by considering individual learning styles and
abilities is also noted by Wang et al. [12]. They emphasize that AI tools simplify collaboration between
students and between students and teachers, enhancing the interactivity of the learning process. AI
tools must be used in combination with other educational technologies to augment their capabilities.
Wang et al. [12] further highlight the need for research on how teachers interact with AI systems in
the classroom, the development of tools to support data-driven decision-making by educators, and the
impact of AI on the experiences of both students and teachers. The use of AI, particularly NLP, provides
quick and easy access to information, reducing the time required to master specific topics [13].
Consequently, the role of the teacher shifts from being the sole source of knowledge to facilitating
the learning process, guiding it towards the development of critical soft skills such as critical thinking
and problem-solving. Ifenthaler et al. [1] pay attention to the discussion of ethical aspects of using AI
in education, including questions about the privacy of student data and fairness of algorithms, and
emphasize the need to develop ethical principles of AI work.
At the same time, scientists emphasize that despite the relevance of the implementation of AI in
education, the practical application of AI lags far behind expected potential [14]. This is due to the
fact that teachers do not have effective guidance on how to use AI to improve teaching and learning
effectiveness [15].
3. Organising the professional activity of university teachers using AI
The professional activity of a university teacher can be considered as the process of solving problems,
among which routine and non-routine ones can be distinguished tasks. The routine tasks of a university
teacher are related to the organisation of his/her own educational, methodical and scientific work, while
the non-routine tasks require a creative approach, creative thinking, and creativity on the part of the
lecturer and are related to the generation of new or updated content (table 1).
Table 1
Routine and non-routine tasks of a university teacher in Ukraine
Type of activity Routine task Non-routine task
Educational and methodical work
Development of new courses, programmes, textbooks and manuals. +
Developing and updating curricula and teaching materials for courses. +
Preparation and delivery of lectures, seminars, workshops and consul- +
tations.
Development of tasks for students’ independent work, tests, term pa- +
pers and diploma papers.
Organisation of professional development, professional level and com- +
petencies, etc.
Improving their professional level, qualifications and competencies in +
the use of modern technologies and teaching methods.
Research and development work
Checking and evaluating students’ homework, test papers, term papers +
and diploma papers.
Organisation and participation in the research work of the department +
and methodological work of the faculty or institute.
Carrying out research work in the afternoon. Research of a scien- +
tific problem and development and implementation of innovative ap-
proaches, educational technologies, etc.
Writing scientific articles, abstracts and monographs. +
Publication of scientific articles, abstracts and monographs. +
Reviewing articles, manuals, monographs, etc. +
Organisation and participation in scientific conferences, seminars, sym- +
posia and other events
Preparing an application for participation in a project, grant, competi- +
tion, etc.
Organising and participating in research projects, grants, competitions, +
internships and exchanges of experience with foreign colleagues.
Fulfilling the tasks of a project, grant, competition, etc. +
Organisational work
Keeping records and reports on their activities (filling in the workload +
log and creating a report for the semester and year for different types
of work).
Collaboration with colleagues, administration, students and other +
stakeholders.
Developing scenarios for creative activities for students. +
Organising and conducting creative events for students. +
As you can see, unlike routine tasks, non-routine tasks of a university teacher require a creative
approach, productive and theoretical thinking, initiative and independence, as well as a high level of
professional competence in the field of study.
In the context of higher education, AI is becoming a powerful tool capable of learning from data and
developing new insights [16].
Given the potential of AI for education, it is clear that AI can be a useful tool for university teachers, a
means of unloading when solving routine tasks. Note that today universities of Ukraine work on various
online platforms, Teams, Moodle, Google Meet, Zoom, etc., which already have built-in resolution tools
for a certain part of routine tasks related to the organization of the learning process: creating a group,
inviting students to it, uploading materials to course and tasks, log generation, scoring, providing
comments to students’ works in various forms (text, sound, video), lesson planning and automatic
generation of the schedule for the teacher. During online classes, these platforms can be demonstrated
by the teacher and students’ presentation, sharing the screen, the teacher and students can use a
whiteboard, on which both the teacher and students can perform recordings.
Meanwhile, AI tools have already been built into these platforms to help the teacher and students
during the implementation and processing of the content lecture or practical/laboratory session. For
example, in the Teams platform, such a type of AI as Natural Language Processing is built in, it makes
it possible to use additional means, specifying the language, enabling transcription and video recording,
generate a text file, which, after some editing, is a fairly high-quality summary of the lesson. In addition,
artificial neural networks analyse the presence of students in class and generate a table that indicates
the time of each student’s presence in a pair.
So, teachers can automate routine administrative and organizational tasks with AI tools built into
corporate platforms.
However, the capabilities of AI are not limited to those that are already built into corporate platforms.
To organize the schedule of classes, teachers can use other AI tools such as Google Calendar, Timely,
SkedPal, Clockwise, etc. To help the teacher create a bright, dynamic presentation can be made by the
following services: SlidesAI, Visme, Simplified, SlideBean, etc. These tools make it possible to create a
presentation based on the text of the lecture. Of course, they are not perfect yet, and some of these
services are paid, and free options may have limited capabilities. But of course, teachers should study
this issue, and it is obvious that AI will make it possible to visualize the educational content as much as
possible, create a presentation in modern, creative design, and save time significantly for this work. To
create test tasks, the teacher can use the following services: Copilot, Google Forms, Quizlet, Kahoot,
Moodle, Coursera, etc., which allow the teacher to save time and resources and increase the variability
of tasks. It should be noted that there are AI tools that allow you to organize peer review students
of each other are Gradescope, Peergrade, PeerScholar, Peerceptiv, etc. AI also provides the means to
personalize student learning educational trajectories, providing learning support at any convenient
time for a student.
Thus, a university teacher can solve routine problems using AI: to find information from a training
course or problem research to translation of articles, monographs, manuals, etc.; for the creation of
lecture presentations; the organization the activity of the teacher – creation of class schedule; for the
organization of mutual verification by students of each other; for creating tests; for the personalization
of student learning (learning by individual educational trajectories, virtual assistants, etc.); for analysis
of students’ success.
Of course, all these tools, if mastered by the teacher at the skill level, save his time and create an
opportunity for concentration on non-routine tasks.
4. Methodology of experimental research
We conducted a survey across Ukrainian universities to assess the level of awareness among university
teachers regarding AI tools available for professional activities.
The content of the questionnaire was developed on the basis of the conclusions (tables 1-14) drawn
from the theoretical analysis of the problem:
1. Personalized Learning: AI can tailor educational materials to the needs of individual students
through machine learning algorithms. For example, systems such as Blackboard Predict use
analytics and machine learning to forecast student success, enabling teachers to identify stu-
dents who may require additional support. Services like Squirrel AI offer personalized tasks
and materials based on students’ knowledge levels and needs. Tools such as Edpuzzle allow
teachers to create interactive video lessons with integrated questions and assignments, while
Knewton provides adaptive learning through analysis of student actions and recommendations for
appropriate materials. Personalized courses can also be developed using platforms like Duolingo
Max. Platforms such as CogBooks and LearnPortal enable the creation of dynamic courses that
adapt to student needs. Paperclips can automatically generate study cards with information
from PDFs or websites, etc. Additionally, virtual assistants and chatbots powered by AI can
provide students with answers, recommendations, and problem-solving assistance, thus reducing
teachers’ workload and enhancing student support availability.
2. Automatic Creation of Tests and Tasks: Tools such as Quizbot facilitate the creation of tests and
questions, saving teachers time and allowing them to focus on more critical aspects of education.
3. Data Analysis for Course Improvement: AI can analyze data such as grades and attendance to
identify trends and enhance course preparation. AI-driven analytics and machine learning offer
teachers new opportunities to review data from various sources (e.g., lecture notes, assignments,
forums) to understand student engagement and refine teaching methods.
4. Automatic Assessment of Student Work: AI tools can evaluate tasks, tests, and other student work,
reducing the burden on teachers and ensuring objective results. For instance, Cognii employs
natural language processing and machine learning for automatic assessment and feedback on
written work. GradeScope automates the evaluation of assignments and tests, while AI tools
like Loop, Google Forms, and Quizizz provide feedback on visual student work. Additionally,
platforms such as Gradescope facilitate peer assessment.
5. Handling Routine Tasks: AI can assist with routine administrative tasks, such as class attendance
tracking and facial recognition, simplifying processes like attendance journaling (e.g., Google
Classroom or Netpeak Checker).
6. Plagiarism Prevention: AI tools can detect plagiarism and inappropriate behaviours such as
cheating attempts. Services like Turnitin compare student papers with extensive databases of
academic content to identify similarities, distinguishing between human and AI-generated text.
Quetext and Scribbr also offer plagiarism detection services, contributing to academic integrity
by supporting teachers in identifying plagiarism.
7. Support for Distance Learning: AI aids in the creation of effective online courses, automated
assignment grading, and feedback provision.
Table 2
AI tools for solving routine tasks: Searching for information
Tool URL
ChatGPT https://openai.com/index/chatgpt/
Tableau Prep https://www.tableau.com/
Google AI Studio https://aistudio.google.com
Gemini https://gemini.google.com/
Claude https://claude.ai/
Microsoft Copilot in Bing https://www.bing.com/chat
Perplexity https://www.perplexity.ai/
Phind https://www.phind.com/
Based on these findings and utilizing ChatGPT and Microsoft Copilot in Bing, we developed a
36-question questionnaire offered to Ukrainian university teachers. All questions were closed, with
predefined answer options, but respondents had the option to provide additional input. The question-
naire is presented in Google Form (https://docs.google.com/forms/d/1nIixlaPT5wD0q41x_mRu1bD-
jXw9fnaq_H4Hgv8JpHnY/edit) and contained four sections. The first chapter (questions #1 - #11) related
to general information about the subject taught by the specialist; its work experience at the university;
the frequency of use of AI in professional activities; the purpose of using AI tools that the teacher
already uses or wishes to use; self-assessment of the level of knowledge and skills in the field of AI;
advantages and problems of using AI for one’s own professional activity; attitude towards the use of AI
Table 3
AI tools for solving routine tasks: Creating lecture presentations
Tool URL
SlidesAI https://www.slidesai.io/
Plus AI https://plus.ai/
Beautiful.ai https://www.beautiful.ai/
Kroma https://kroma.ai
Slidebean https://slidebean.com/
Gamma https://gamma.app/
Invideo https://invideo.io/
Tome https://tome.app/
Synthesia https://www.synthesia.io/
Simplified https://simplified.com/
Sendsteps https://www.sendsteps.com/en/
Prezi https://prezi.com/
Visme https://www.visme.co/
Table 4
AI tools for solving routine tasks: Create personalised tasks and materials for students based on their level of
knowledge and individual needs
Tool URL
Squirrel AI https://squirrelai.com/
Blackboard Predict https://blackboard.com/
Knewton https://www.knewton.com/
Table 5
AI tools for solving routine tasks: Create interactive video lessons, add questions and tasks; track student progress
Tool URL
Edpuzzle https://edpuzzle.com/
Table 6
AI tools for solving routine tasks: Creating courses that adapt to the needs of students
Tool URL
Duolingo Max https://blog.duolingo.com/duolingo-max/
CogBooks https://www.cogbooks.com/
LearnPortal https://learnportal.net/
in education; sources of information about AI and needs in mastering AI; using AI tools to perform
routine tasks.
The second section of the questionnaire provided the definition of AI tools used by teachers to search
for information on the subject of teaching (question #12): ChatGPT, Tableau Prep, Google AI Tools,
Google Gemini (Bard), Claude, Microsoft Copilot in Bing, Perplexity, Phind. If teachers use other AI
tools for searching for information, then in #13 asked, offered to specify their names. The next question
(#14) was aimed at determining preferences using AI to search for information and offered answer
options: saving time, improving the quality of information, increasing interest in the subject, knowledge
expansion and own option. Question #15 concerned the shortcomings and difficulties of using AI
to search for information: low relevance or relevance, complexity or inconvenience of the interface,
limitation or no customization, high cost or limited access, and proprietary version.
The third section (questions #16 - #19) - AI tools for creating presentations, contained 4 questions
that were built around the same logic: AI tools for creating presentations (closed questions with a list of
tools), own a list of AI tools for creating presentations; advantages of using AI to create presentations,
disadvantages and difficulties of using AI for creating presentations.
Table 7
AI tools for solving routine tasks: Automatically create cards with information from PDFs or websites, etc.
Tool URL
Paperclips https://www.paperclips.app/
Table 8
AI tools for solving routine tasks: Automatic creation of tests and tasks; assessment of test tasks
Tool URL
Quizbot https://quizbot.com/
Microsoft Copilot in Bing https://www.bing.com/chat
Quizlet https://quizlet.com/
Kahoot https://kahoot.com/
Table 9
AI tools for solving routine tasks: Automatic grading of written work and feedback to students
Tool URL
Cognii https://www.cognii.com/
GradeScope https://www.gradescope.com/
Table 10
AI tools for solving routine tasks: Analyse students’ visual work, such as drawings or diagrams, and provide
feedbacks
Tool URL
Loop https://www.microsoft.com/uk-ua/microsoft-loop
Google Form https://www.google.com/forms/
Quizizz https://quizizz.com/
The fourth section (questions #20 - #22) contained three questions about AI tools for creating a
schedule of classes and the benefits of using them. The fifth (questions #23 - #25) concerned AI tools
for creating reports, the sixth (questions #26 - #29) – AI tools for the organization of peer review by
students, the seventh (questions #30 - #34) - AI tools for the creation of test tasks, the eighth (questions
#35 - #36) contained questions about the benefit of working on the questionnaire for the teacher.
5. Analysis and discussion of the results of the teachers’ questionnaire
universities of Ukraine
The survey was conducted in January-June 2024. Through social Facebook, Viber, Telegram networks
and the website of the Association of Ukrainians researchers in Austria, a questionnaire was distributed
and offered to teachers and universities to take part in the online survey, it was noted that the survey is
completely anonymous and we do not collect e-mails respondents. 205 university teachers responded
to our request of Ukraine, most of the lectures of pedagogical and classical universities, which teach
pedagogy (22.5%), methods of teaching a certain subject (22.5%), psychology (13.7%), humanities (12.3%),
mathematical sciences (10.8%), social sciences (6.4%), natural sciences (4.9%), technical sciences (2.5%).
71.1% of teachers have been working at the university for more than 10 years, and 18.6% - from 5 to 10
years, 5.4% have up to 3 years of teaching experience.
Regarding questions about the frequency of use of AI in professional activities, only 5.4% answered
that they use AI daily, 15.2% - weekly, 18.6% - monthly, 30.4% - once in a couple of months and
30.4 - never. Based on this, almost a third teachers do not use AI in their professional activities,
reasons such a state may be ignorance of the capabilities of AI and tools AI that can be used by a
teacher to solve routine tasks. Meanwhile, the data regarding the desire to use AI in professional
activity. Yes, 71.1% of respondents either already use or want to use AI to generate content (text,
Table 11
AI tools for solving routine tasks: Students evaluate each other and provide feedback. Mutual checking
Tool URL
Gradescope https://www.gradescope.com/
Peergrade https://www.peergrade.io/
PeerScholar https://www.peerscholar.com/
Peerceptiv https://peerceptiv.com/
Rosetta Stone https://www.rosettastone.com/
Replika https://replika.com/
Math Expert https://mymathexperts.com/
CogBooks https://www.cogbooks.com/
ALEKS https://www.aleks.com/
Grammarly https://www.grammarly.com/
Table 12
AI tools for solving routine tasks: Keeping a presence log
Tool URL
Google Classroom https://classroom.google.com
Netpeak Checker https://netpeak.group/
Table 13
AI tools for solving routine tasks: Creating a class schedule
Tool URL
Google Calendar https://calendar.google.com
Timely https://timelyapp.com/
SkedPal https://skedpal.com/
Clockwise https://www.getclockwise.com/
ClickUp AI https://clickup.com/ai
Table 14
AI tools for solving routine tasks: Generating reports.
Tool URL
Quill https://www.quill.org
Wordsmith https://wordsmith.org/
Microsoft Power BI https://www.microsoft.com/en-us/power-platform/products/power-bi
Zoho Analytics https://www.zoho.com/analytics/
images, audio, video, etc.), 42.3% - for process automation (evaluation, verification, feedback, etc.),
32.3% - for data analytics (statistics, visualization, forecasting, etc.), 24.4% - for adaptive learning
(individualization, personalization, recommendations, etc.), 18.4% - use or want use voice and visual
technologies (recognition of speech, faces, gestures, etc.).
Regarding the self-assessment of knowledge and skills in the field of using AI, the following results
were obtained data: a very high level was not indicated by any respondent, 4.4% believe that they have
reached a high level, 41.4% - an average level, 33.5% of teachers have low level and 20.7% - very low.
This state of practice is convincing, indicating the need to inform university teachers about tools AI
that can be used to intensify professional activities and so on, the need for special training of teachers
in AI tools for solving routine tasks.
Teachers see the greatest advantage of using AI in expansion opportunities and availability (73.9%),
in increasing efficiency and productivity of professional activity (50.7%), and in stimulating creativity
and innovations only 38.4%, improving the quality of education - 25.6%. Among the largest, teachers see
the risks of using AI in their own professional activities decrease in critical thinking (75.1%), violation
of ethics and human rights; gathering personal data (41.8%); 29.9% of respondents see risks in loss of
Table 15
AI tools for solving routine tasks: Plagiarism detection. Compares students’ text with a large database of
scientific articles, books, and other sources to identify similarities. Distinguishing between texts written by
humans and AI
Tool URL
Turnitin https://www.turnitin.com/
Quetext https://www.quetext.com/
Scribbr https://www.scribbr.com/
Bytescare https://bytescare.com/
Duplichecker https://www.duplichecker.com/
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control and autonomy, 8.5% - in increasing inequality and discrimination; 1% do not see problems in
general.
In general, 7.8% are very positive about the use of AI in education teachers of Ukrainian universities,
positive – 43.6%, neutral – 43.6%, negative – 3.9%, very negative – 1%. The obtained statistical data
testify about the attitude and positive attitude towards the use of AI in education, at the same time,
teachers are aware of the advantages and disadvantages of using AI, but teachers are not yet sufficiently
informed and do not have a sufficient level of knowledge and skills in the field of AI.
Ukrainian university teachers receive information about AI from online courses, webinars (69.2%),
professional sites and blogs (48.8%), and scientific journals and articles (44.3%).
Teachers of Ukrainian universities feel the greatest need for AI-based tools that allow the teacher to
automate the performance of routine tasks (76.4%) in pedagogical strategies and approaches to training
using AI (54.7%); 40.9% need to master the basics AI and its application (general information about
AI and its possibilities for facilitating the performance of the professional functions of a university
teacher), 33.5% - ethical and social aspects of using AI in the training process students.
Regarding the AI tools used by teachers to perform professional functions, 69.3% use AI to search for
information, for creating tests - 33.3%, for creating presentations - 27.5%, for personalization of student
learning (learning according to individual educational trajectories, virtual assistants, etc.) – 13.8%, for
success analysis of students – 11.6%, for the organization of mutual verification by students of each
other – 6.9%, for the organization of teacher activities - creating a class schedule - 5.3%, for creating
online courses – 1%; and not at all used by 11.1% of respondents. At the same time, 30.4% of respondents
answered to question 3 ”How often do you use AI in your work?” they answered that they have never
used AI in their work.
At the same time, there is no doubt that most teachers use AI to search for information on your
subject, so the answers to questions about the tools they use for this purpose (figure 1).
Respondents had the opportunity to write their own versions of the AI tools they use to search for
information, and we received the following list: AL SEARCH (1 respondent), CLIPS, neuropackages (1
respondent), Forefront.AI (1 respondent), Google (1 respondent), Tome AI (1 respondent). And 32.2% of
respondents noted that they do not use AI to search for information. Note that this answer correlates
with the answer to question 3, which showed that 30.4% of respondents do not use AI. It should be
noted that not all of the teachers’ additions were correct:
• AL Search is a tool that uses AI technologies to improve search capabilities.
• CLIPS is a tool for building AI systems, but it is not AI itself. It helps developers create intelligent
systems that can make decisions based on given rules.
• Forefront.AI is a platform that uses AI. It allows developers to build, customize and deploy AI
models using open-source models.
• Google is a search engine that actively uses AI in many of its products and services, such as
Google Search, Google Assistant, Google Photos, Google Translate, and Waymo.
Figure 1: Which of the following AI tools do you use or are you aware of for searching for information related
to your subject?
• Tome AI is an online platform that uses artificial intelligence to create presentations. Tome is a
combination of two mechanisms: ChatGPT and DALL-E 2. Using the first, the program generates
texts, and using the second, it draws images.
32.2% of respondents indicated that they do not use AI to search for information. This answer
correlates with the answer to question 3, which showed that 30.4% of respondents do not use AI.
Saving time as an advantage of AI for information search was noted by 80.3% of respondents,
expanding knowledge – 42.5%, improving the quality of information – 21.2%, increasing interest in the
subject – 20.7%. Among the shortcomings and difficulties experienced by Ukrainian teachers when using
AI tools, the largest number of respondents (36.6%) indicated high cost or limited access; limited or no
customization (33.3%); low relevance or actuality (31.7%), complexity or inconvenience of the interface
(14.5%). False, unreliable information (2.0%), and English-language interface (0.5%) were marked among
their own answers.
In the questionnaire, only three tools for creating presentations were identified, which, in our opinion,
are the most common, and we received the following distribution of answers (figure 2).
Unfortunately, most of the respondents learned about the existence of such tools for the first time. At
the same time, among the teachers’ own answers, we received the following - to create presentations,
they use ChatGPT, which helps with presentations in LaTeX, Visme, Picsart, Clideo, Canva, Invideo (1
respondent), Microsoft PowerPoint (3 respondents). Microsoft Office PowerPoint is an application for
creating and playing presentations. Currently, AI tools for PowerPoint are software applications that use
artificial intelligence to help users create presentations. They analyze the content of the presentation,
identify patterns and trends, and make suggestions for improving the visual design and layout of the
slides. Some of the most popular AI tools for PowerPoint include Beautiful.ai, Microsoft 365 Copilot
and Plus AI (https://www.morningdough.com/uk/ai-tools/best-ai-tools-for-powerpoint/).
As you can see, teachers are not aware of which services for creating presentations contain AI tools
or what AI’s capabilities are when creating presentations. This question needs further research.
When asked about the benefits of using AI tools when creating presentations, 73.2% of respondents
noted time savings, 40.8% improved presentation design, 30.2% increased productivity, and 11.7%
increased audience engagement. 1.3% did not notice any advantages, and 3.6% did not use AI tools to
create presentations.
It should be noted that most services for creating presentations that use AI have a limited free plan;
therefore, it is quite logical that 36.3% of teachers identified high cost or limited access as disadvantages,
Figure 2: Which of the following AI tools do you use or are you aware of for creating lecture presentations?
and 29.8% - limited or lack of customization. 28.1% of teachers noted low accuracy or relevance, 16.4% -
complexity or inconvenience of the interface. 4.7% of respondents do not see advantages in these tools
for creating presentations, and 11.6% do not use these services.
In figure 3 shows the distribution of teachers’ answers to questions about their use of AI tools to
create a class schedule.
Figure 3: Which of the following AI tools do you use or are you aware of for creating class schedules?
As you can see, the most common are Google Calendar and corporate platforms. Note that Google
Calendar is not an AI tool itself, but it uses certain AI-based features to improve the user experience.
For example, Google Calendar can auto-populate events, suggest meeting times based on your schedule,
or remind you of events by analyzing your activities and data. Among their own responses, they
mentioned Trello, which is also not an AI tool. It remains primarily a project and task management
platform that can be extended with additional AI-based tools. At the same time, more than 20% of
teachers do not use services to create a class schedule.
Among the advantages of using services to create a class schedule, teachers noted time saving (62.2%),
automatic notification of events (33.5%), synchronization with other programs (25.6%), download
optimization (25.0%); among their own answers, infomedia (0.6%) was indicated. 8.5% of teachers do
not see advantages in using services to create a class schedule and 7.2% do not use services to create a
class schedule.
The distribution of respondents according to answers regarding the use of AI tools for generating
reports yielded the following results (figure 4).
Figure 4: Which of the following AI tools do you use for generating reports?
Note that 26.8% of teachers do not use these tools at all because they may not know about them.
Among the advantages of using report generation services, 64.5% of respondents noted time savings,
14.5% increased visibility and attractiveness, 13.2% improved style and clarity, and 11.2% increased
informativeness and credibility; 14% do not see any benefits at all, and 11.5% indicated that they do not
use these tools.
As evidenced by the answers to question 4 regarding the automation of assessment processes, teachers
are interested in using AI tools. However, most of the teachers of Ukrainian universities are hearing
about AI tools for the organization of student self-assessment for the first time (figure 5).
Figure 5: Which of the following AI tools do you use for organising peer review among students?
Among the advantages of using tools for organizing student peer review, 53.0% of teachers consider
time-saving; 26.8% - improvement of feedback quality; 23.5% - stimulation of cooperation; 14.1% -
development of critical thinking; 15.0% - do not see advantages; 8.6% of respondents indicated that they
do not use AI tools to organize peer review by students.
32.9% of respondents emphasized technical problems or failures, 30.1% - low student motivation,
17.8% - the complexity or inconvenience of the interface, 15.1% - the inconsistency or unfairness of
evaluations among the disadvantages of using these tools; 0.7% of respondents mentioned paid content.
17.2% of respondents see no disadvantages in using these AI tools, possibly because they do not use
them. And 7.6% of teachers directly stated that they do not use these services.
As the next block of questions shows, a certain part of Ukrainian teachers use tools for creating tests,
but a fairly high percentage of those who are not aware of the existence of these services is also quite
high (figure 6).
Figure 6: Which AI tools are you aware of or have heard about that can assist in creating or evaluating test
questions?
The list of services is supplemented by teachers’ own answers: MagicForm App (Google Chrome
extension) (1 respondent), Quizizz (1 respondent), Moodle, Coursera (1 respondent), and Google Forms (1
respondent). In general, 68.1% of teachers have a positive attitude toward the use of AI tools for creating
tests, 27.7% are neutral, and only 1.6% are negative. The advantages of their use are saving time and
resources (81.3%), increasing quality and variability (30.2%), increasing interest and motivation (22.0%),
and self-examination and diagnosis of knowledge (0.5%) are mentioned among their own answers. 5.5%
of respondents do not see advantages,
30.6% of teachers do not see any disadvantages in the use of tools for creating tests, 23.3% noted a
decrease in reliability and fairness, 22.8% - a loss of control and trust, 21.1% - a decrease in quality and
variability, 17.2% - decrease in interest and motivation. 30.6% do not see any disadvantages of services
for creating test tasks. Among their own answers, such a disadvantage as the need to pay money for an
improved version (0.6%) and mental degradation of students (0.6%) was indicated.
The final part of the test contained questions about the usefulness of the teacher’s work in filling out
the questionnaire (figure 7).
Teachers were asked to answer the question, “If filling out the questionnaire was useful for you, then
write why exactly?”. We note that we received 113 answers to this question, which means that more
than half of the respondents felt the benefit of filling out the questionnaire. Here are a few answers:
“Learned more about educational products that basically contain AI”, “There was a lot of interesting
material that I got acquainted with while completing the questionnaire”, “Encourages self-development”,
Figure 7: Was working with the questionnaire useful to you?
“While filling out the questionnaire, I saw a large number of AI tools”, “Learned about new AI tools that
I might use in the future”, “I learned about new forms of using AI besides ChatGPT”, “Learned about
tools that I did not use”, “Learned about new AI platforms that I had not heard of before”, “I looked at
what artificial intelligence tools are and what they are intended for”, “A peculiar assessment of the level
of knowledge in the field of AI”, “I learned that I have many gaps regarding modern tools for building
an educational process with students”, “I identified my questions for improving work”, “I want to know
more about the possibilities of AI”, “It is interesting to understand the possibilities of AI in education”,
“I learned about the possibilities of AI and formed a request for advanced training on this topic”, “An
innovative topic that is important and interesting for me”, “It made me think that AI should be used to
improve the learning process”, “The desire to get more information on this issue”, “Maybe AI is our
future. And its correct use will help organize work with students, etc. It should be noted that there
were also critical posts: “Imagination about another direction of primitivization of educational activity”.
6. Conclusions
The survey results indicate that while Ukrainian university teachers are aware of AI tools’ potential to
enhance their professional efficiency, a significant number do not yet leverage AI for routine tasks.
At the same time, Ukrainian teachers are positive about the use of artificial intelligence (7.8% –very
positive, 43.6% –positive). Some of them already have a certain level of knowledge and skills in working
with artificial intelligence tools and have experience (high level – 4.4%, average – 41.4%).
In general, the results of our survey correlate with the results of similar studies conducted in other
countries. In particular, 52.1% of university professors in the Republic of Ghana have a positive attitude
towards AI, and 84% of professors stated that they accept the use of AI, particularly ChatGPT, in the
education of students. 40% of German university teachers have tried AI tools such as ChatGPT, but
only 22% of them use them regularly [17]. German university teachers are aware of other chatbots (e.g.
Bing Chat, ChatPDF), but usage is still low. AI tools for translation and language correction (e.g. DeepL,
Grammarly) are the most popular among German teachers (73%) [18].
A large proportion of teachers (69.3%) use AI for subject-related information searches, while a third
use it to create tests (33.3%), and slightly fewer employ AI to generate presentations (27.5%). However,
fewer respondents use AI to personalize learning (13.8%) or to analyze student performance (11.6%).
The situation is similar in German universities. According to Henke, J., tools for the automated creation
of presentation slides are the least known by German teachers, and no regular use has been found.
Other tools for applications such as image creation (e.g. Dall-E2, Midjourney), automatic transcription
(e.g. Tucan, Otter.ai), video creation (e.g. Synthesia, Veed.io), design creation (e.g. Microsoft Designer)
show low use and moderate awareness [18].
The key advantage Ukrainian teachers see in AI tools is time savings. AI-supported information
searches not only save time (80.3%) but also help expand knowledge (42.5%). For creating presentations,
AI tools save time (73.2%), improve design (40.8%), and boost productivity (30.2%). When it comes to
class scheduling, 62.2% of respondents noted time savings, with 33.5% appreciating automatic event
notifications and 25.6% benefiting from program synchronization. AI-generated reports allow 64.5%
of educators to save time, while 14.5% noted improved visual appeal and 13.2% saw enhanced clarity
and style. Furthermore, 53% of respondents reported that AI tools for peer review saved time, with
additional benefits such as improved feedback quality (26.8%) and enhanced student cooperation (23.5%).
When it comes to test creation, 81.3% of respondents reported time savings, 30.2% noted better quality
and variety, and 22.0% observed increased student motivation. Teachers of German point to a slightly
different set of AI applications that are important and attractive for their professional activities: 40.6% -
automated translations, 25.7% - text proofreading and editing, 18.8% - social media content optimisation,
13.9% - automated text generation, 9.9% - personalised content creation, 9.9% - graphics and design
creation [18].
On the downside, many teachers cited the high cost and limited access to AI tools, particularly
for information searches (36.6%) and presentation creation (36.3%). Other disadvantages include the
low accuracy and relevance of AI search tools (31.7%) and presentation tools (28.1%). Tools for peer
review face issues such as technical failures (32.9%), low student motivation (30.1%), and a complicated
user interface (17.8%). When it comes to test creation, 30.6% of respondents said AI tools generally
have no significant shortcomings, but 23.3% pointed to a decrease in reliability and fairness, and 22.8%
highlighted a loss of control and trust. These results correlate with the findings of Henke, J.: technical
problems and difficulties with the optimal use of tools were reported by 24% and 36% respectively [18].
At the same time, 20% of respondents mentioned insufficient adaptability of the tools and insufficient
training opportunities, although these problems were reported less frequently. It is particularly interest-
ing to note that the majority of respondents did not mention any of these problems, which highlights
the different perceptions of difficulties in using AI tools [18].
At the same time, Ukrainian teachers identify violations of ethics and human rights (40.8%) as a risk
of using AI. This data correlates with the results of the Justus Henke survey: 52% of respondents named
data protection as the main problem in using AI tools, while 42% mentioned ethical issues.
The online questionnaire helped Ukrainian teachers understand which AI tools can be used in their
professional activities and encouraged them to expand and deepen their knowledge of AI. In addition
to understanding the benefits and caveats of using AI, teachers need skills in using tools that help them
automate routine tasks.
Further research is needed to establish criteria for selecting AI tools and developing a comprehensive
suite of AI solutions to support teachers in their routine work.
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