Artificial Intelligence as an Integral Component of the Digital Culture within Contemporary Higher Education
Keywords:
Academic Subjectivity, Cognitive Traceability, Epistemic Transparency, Generative AI, Higher Education Governance
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.
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[7] N. Alqahtani & Z. Wafula, “Artificial intelligence integration: Pedagogical strategies and policies at leading universities”, Innov High Educ, no. 2, pp. 665-684, Oct. 2025, https://doi.org/10.1007/s10755-024-09749-x
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[13] N. Dixon & A. Cox, “Fiction writing workshops to explore staff perceptions of artificial intelligence (AI) in higher education”, AI & Soc, vol. 40, pp. 3983-3998, Jan. 2025, https://doi.org/10.1007/s00146-024-02157-x
[14] S. Mumtaz, J. Carmichael, M. Weiss & A. Nimon-Peters, “Ethical Use of Artificial Intelligence Based Tools in Higher Education: Are Future Business Leaders Ready?”, Education and Information Technologies, Vol. 30, 2025, pp. 7293-7319. https://doi.org/10.1007/s10639-024-13099-8
[15] B. N. Abbasi, Y. Wu & Z. Luo, “Exploring the impact of artificial intelligence on curriculum development in global higher education institutions”, Educ Inform Technol, vol. 30, no. 1, pp. 547-581, Oct. 2025, https://doi.org/10.1007/s10639-024-13113-z
[16] G. Perera, A. Perera & H. Dissanayake, “Impact of artificial intelligence (AI) tools in Sri-Lankan higher education”, In Driving Quality Education through AI and Data Science. Hershey: IGI Global, 2025, pp. 481–502. https://doi.org/10.4018/979-8-3693-8292-9.ch021
[17] G. Chami & B. Cockburn, “Higher education in the age of artificial intelligence: Striking a balance between embracing innovation and preserving authenticity”, Carib Teach Schol, vol. 8, no. 1, Jan. 2025. https://journals.sta.uwi.edu/ojs/index.php/cts/article/view/8914
[18] R. D. Pratama, U. Widiati & L. N. Hakim, “Effects of human-AI collaborative writing strategy on EFL students’ argumentative writing skills”, Comp Assist Lang Learn, pp. 1–32, May 2025, https://doi.org/10.1080/09588221.2025.2503900
[19] D. Darmawansah, D. Rachman, F. Febiyani & G.-J. Hwang, “ChatGPT-supported collaborative argumentation: integrating collaboration script and argument mapping to enhance EFL students’ argumentation skills”, Educ Inform Technol, vol. 30, no. 3, Aug. 2025, https://doi.org/10.1007/s10639-024-12986-4
[20] A. Yaacoub, Z. Assaghir & J. Da-Rugna, “Cognitive depth enhancement in AI-driven educational tools via SOLO taxonomy”, In Lecture Notes in Networks and Systems. Cham: Springer Nature Switzerland, 2025, pp. 14–25. https://doi.org/10.1007/978-3-031-87647-9_2
[21] Y. Ji, Z. Zhan, T. Li, X. Zou & S. Lyu, “Human-machine co-creation: The effects of ChatGPT on students' learning performance, AI awareness, critical thinking, and cognitive load in a STEM course towards entrepreneurship”, IEEE Transact Learn Technol, vol. 99, pp. 1–14, Jan. 2025, https://doi.org/10.1109/tlt.2025.3554584
[22] K. Yang, M. Raković, Z. Liang, L. Yan, Z. Zeng, Y. Fan, ... G. Chen, “Modifying AI, enhancing essays: How active engagement with generative AI boosts writing quality”, In LAK '25: The 15th international learning analytics and knowledge conference. New York: ACM, 2025, pp. 568–578, https://doi.org/10.1145/3706468.3706544
[23] K. Zeinalipour, M. Mehak, F. Parsamotamed, M. Maggini & M. Gori, “Advancing student writing through automated syntax feedback“, arXiv preprint arXiv:2501.07740, Jan. 2025, https://doi.org/10.48550/arXiv.2501.07740
[24] B. Doru, C. Maier, J. S. Busse, T. Lücke, J. Schönhoff, E. Enax- Krumova ... M. Tokic, “Detecting AI- generated versus human-written medical student essays: A semi-randomized controlled study”, JMIR Med Educ, vol. 11, art. no. 62779, May 2025, https://doi.org/10.2196/62779
[25] M. Bevilacqua, K. Oketch, R. Qin, W. Stamey, X. Zhang, Y. Gan, ... A. Abbasi, “When automated assessment meets automated content generation: Examining text quality in the era of GPTs”, ACM Transact Inform Syst, vol. 43, no. 2, pp. 1-36, Jan. 2025, https://doi.org/10.1145/3702639
[26] M. A. Malik & A. I. Amjad, “AI vs AI: How effective are turnitin, ZeroGPT, GPTZero, and Writer AI in detecting text generated by ChatGPT, perplexity, and Gemini?”, J Appl Learn Teach, vol. 8, no. 1, pp. 91-101, Jan. 2025, https://doi.org/10.37074/jalt.2025.8.1.9
[27] M. Qorich & R. El Ouazzani, “Detection of artificial intelligence-generated essays for academic assessment integrity using large language models”, Expert Syst Applic, vol. 67, no. 2, pp. 68-79, Oct. 2025, https://doi.org/10.1016/j.eswa.2025.128405
[28] D. Zhao, “The impact of AI-enhanced natural language processing tools on writing proficiency: An analysis of language precision, content summarization, and creative writing facilitation”, Educ Inform Technol, vol. 3, no. 6, pp. 8055-8086, Nov. 2025, https://doi.org/10.1007/s10639-024-13145-5
[29] V. Nikhil, R. Annamalai & S. Jayapal, “NLP-driven approaches to automated essay grading and feedback”, In Adopting Artificial Intelligence Tools in Higher Education. Boca Raton: CRC Press, 2025, pp. 99–117. https://doi.org/10.1201/9781003470304-5
[30] N. McDonald, A. Johri, A. Ali & A. H. Collier, “Generative artificial intelligence in higher education: Evidence from an analysis of institutional policies and guidelines”, Comp Human Behav: Artif Hum, vol. 3, art. no. 100121, Mar 2025, https://doi.org/10.1016/j.chbah.2025.100121
[31] D. Holcombe, “Generative artificial intelligence (Gen-AI) in undergraduate literature courses”, Hispania, vol. 108, no. 1, pp. 39–58, Mar 2025, https://doi.org/10.1353/hpn.2025.a953555
[32] T. Chanpradit, “Generative artificial intelligence in academic writing in higher education: A systematic review”, Edelweiss Appl Sci Technol, vol. 9, no. 4, pp. 889–906, Apr. 2025, https://doi.org/10.55214/25768484.v9i4.6128
[33] L. Floridi, “Content studies: A new academic discipline for analysing, evaluating, and designing content in a digital and AI-driven age”, Philos & Technol, vol. 38, no. 2, Apr. 2025. https://doi.org/10.1007/s13347-025-00877-6
[34] M. Safii, W. Hadi & M. Harahap, “Talking to machines, writing the self: A discourse analysis of AI-enhanced literary literacy among vocational students”, J Pragm Disc Res, vol. 5, no. 1, pp. 133-143, 2025, https://doi.org/10.51817/jpdr.v5i1.1295
[35] A. Ansone, Z. Zālīte-Supe & L. Daniela, “Generative artificial intelligence as a catalyst for change in higher education art study programs”, Comp, vol. 14, no. 4, p. 154, Apr. 2025, https://doi.org/10.3390/computers14040154
[36] L. Uttich, K. Yee & E. Giltner, “The essay is dead (and other thoughts about assessing in the era of AI)“, In Advances in Educational Marketing, Administration, and Leadership. Hershey: IGI Global, 2025, pp. 145–178. https://doi.org/10.4018/979-8-3693-6351-5.ch006
[37] E. L. Nañola, R. L. Arroyo, N. J. T. Hermosura, M. Ragil, J. N. U. Sabanal & H. B. Mendoza, “Recognizing the artificial: A comparative voice analysis of AI-generated and L2 undergraduate student-authored academic essays”, Syst, vol. 130, art. no. 103611, June 2025, https://doi.org/10.1016/j.system.2025.103611
[38] A. Rodafinos, “The integration of generative AI tools in academic writing: Implications for student research”, Soc Educ Res, pp. 250–258, Feb. 2025, https://doi.org/10.37256/ser.6220256517
[39] M. Jaboob, A. M. Al-Ansi & H. A. Riyadh, “Artificial intelligence in higher education: A PRISMA 2020 review”, Int J Educ Manag, May 2025. https://doi.org/10.1108/ijem-09-2024-0560
Published
2025-12-18
How to Cite
Horban, O., Mykola Stadnyk, Svitlana Vintoniv-Bakharieva, Leonid Panasiuk, & Oksana Yatyshchuk. (2025). Artificial Intelligence as an Integral Component of the Digital Culture within Contemporary Higher Education. Journal of Educational Technology and Learning Creativity, 3(2). https://doi.org/10.37251/jetlc.v3i2.2333
Section
Education
Copyright (c) 2025 Oleksandr Horban, Mykola Stadnyk, Svitlana Vintoniv-Bakharieva, Leonid Panasiuk, Oksana Yatyshchuk
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