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Does artificial intelligence increase learners’ sustainability in higher education: insights from Bangladesh

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Abstract

This study investigates the impact of artificial intelligence (AI) on learners’ sustainability in higher education, focusing on the context of Bangladesh. The article aims to provide insights into the specific ways in which AI technologies and approaches can be applied within the Bangladeshi higher education context to promote sustainability. Through a mixed-methods approach, combining quantitative surveys and qualitative interviews, data were collected from a diverse sample of students enrolled in both private and public universities in Bangladesh. This study used a quantitative approach via a survey that consisted of 25 items to collect relevant data. Structured questionnaires are used to obtain data from 350 respondents selected with convenience sampling. The questionnaire used a 5-point Likert scale to measure a degree of agreement or disagreement with each of a series of statements related to learner’s sustainability. A pilot study with 40 participants was also undertaken to ensure the validity of the questionnaire. Factor analysis is employed to assess the hypotheses in the study. Additionally, reliability test, correlation and multiple regression method was used to examine the associations between the dependent variable and independent variables. According to the study’s findings, quantitative analysis indicates that AI-driven concepts such as adaptive learning, personalized learning, teaching evaluation, and educational equity significantly contribute to enhancing educational sustainability. Moreover, virtual classrooms and administrative tasks have been traced as the main barrier to enhancing educational sustainability. Additionally, qualitative findings shed light on the perceived benefits and challenges associated with integrating AI into higher education for sustainability purposes. This study specifically contributes to the fill the research gap of unravelling the uses of AI technologies in Bangladeshi higher education context. The policy makers should take these findings into consideration while planning the higher education policy; for instance, not focusing on virtual classrooms since it is found as a barrier to higher education sustainability.

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Authors and Affiliations

  1. Bangladesh Army International University of Science and Technology (BAIUST), Cumilla, Bangladesh

    Rebaka Sultana

  2. Department of Marketing, Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU), Gopalganj, Bangladesh

    Mohammad Faruk

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  1. Rebaka Sultana
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  2. Mohammad Faruk
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Correspondence to Mohammad Faruk.

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The original online version of this article was revised: the affiliation details for the author Mohammad Faruk were incorrectly given as 'Department of Marketing, Bangabandhu Sheikh Mujibur Rahman Science and Technology University, Gopalgonj, Bangladesh' but should have been 'Department of Marketing, Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU), Gopalganj, Bangladesh'.

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Sultana, R., Faruk, M. Does artificial intelligence increase learners’ sustainability in higher education: insights from Bangladesh. J. of Data, Inf. and Manag. (2024). https://doi.org/10.1007/s42488-024-00121-4

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