KOMPETENCJE CYFROWE JAKO DETERMINANTA WYKORZYSTYWANIA SZTUCZNEJ INTELIGENCJI W PROCESIE UCZENIA SIĘ: WYNIKI BADAŃ WŁASNYCH
DIGITAL COMPETENCES AS A DETERMINANT OF AI USE IN THE LEARNING PROCESS: RESULTS FROM AN EMPIRICAL STUDY

Summary/Abstract: In recent years, the integration of digital competences (DC) [Svoboda, 2024] in education [Nanto et al., 2021] has gained significant importance, driven by technological progress and the digitization of information. Previous studies have emphasized the role of digital skills in pedagogical practice, particularly in enhancing the learning process [Falloon, 2020]. Digital competences are now increasingly recognized as a key component of academic development, especially in higher education, where the use of educational technologies is essential for improving the teaching and learning. The aim of this study was to determine whether there is a relationship between having digital competences and using AI in the learning process. Data were collected through a survey administered to students of the Faculty of Management at Lublin University of Technology. Statistical methods were applied, including a PCA model. The results indicate that the time spent online may lower students’ perceived digital competences, and that the level of online engagement does not significantly differentiate responses among active users. The research highlights the importance of continuous evaluation and modification of the model in order to support the integration of digital competences and artificial intelligence. This underscores both the potential of these competences to enhance teaching practices, and the necessity of ongoing validation at each stage of implementation.

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