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Background <p>Generative artificial intelligence (AI) is rapidly transforming higher education and digital learning. However, a scarcity of information remains regarding the students’ perspectives on AI’s role in education. We investigated AI-related knowledge, use, and attitudes among entry-level healthcare students in Kosovo.</p> Methods <p>Cross-sectional online survey (June–August 2025) of entry-level students from two institutions (≈ 700 invited; <i>N</i> = 302; response 43.1%). Analyses used χ² with Cramér’s V, and Kruskal–Wallis with ε²; α = 0.05.</p> Results <p>ChatGPT was reported as the primary AI instrument (84.2%). 74.8% of participants perceived AI integration positively, 77.2% supported curricular integration, and its ability to facilitate access to information was 91.4%. Interest in AI training was as high as 71.2%, whereas major concerns included error risks (29.5%) and reduced creativity (29.0%). Program differences were observed for faculty use of AI-assisted materials (<i>p</i> = 0.006; Cramér’s V = 0.20), AI-training opportunities (<i>p</i> = 0.037; V = 0.17), and institutional AI-tool provision (<i>p</i> = 0.032; V = 0.151); self-rated AI knowledge did not differ (<i>p</i> = 0.274; ε²=0.003).</p> Conclusions <p>Findings indicate general positivity towards AI, alongside concerns regarding unequal access and limited formal training. These findings underscore the importance of integrating generative AI within e-learning strategies, strengthening students’ digital literacy, and ensuring institutional support in developing country settings.</p>

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Generative AI and knowledge management in health education: a cross-sectional study of students’ digital literacy and attitudes from a developing-country context

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月13日

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  • Ermira Krasniqi,
  • Adea Kasumi,
  • Arjeta Kuçi,
  • Elda Murić,
  • Elsa Ahmeti,
  • Laura Naka,
  • Arben Boshnjaku

摘要

Background

Generative artificial intelligence (AI) is rapidly transforming higher education and digital learning. However, a scarcity of information remains regarding the students’ perspectives on AI’s role in education. We investigated AI-related knowledge, use, and attitudes among entry-level healthcare students in Kosovo.

Methods

Cross-sectional online survey (June–August 2025) of entry-level students from two institutions (≈ 700 invited; N = 302; response 43.1%). Analyses used χ² with Cramér’s V, and Kruskal–Wallis with ε²; α = 0.05.

Results

ChatGPT was reported as the primary AI instrument (84.2%). 74.8% of participants perceived AI integration positively, 77.2% supported curricular integration, and its ability to facilitate access to information was 91.4%. Interest in AI training was as high as 71.2%, whereas major concerns included error risks (29.5%) and reduced creativity (29.0%). Program differences were observed for faculty use of AI-assisted materials (p = 0.006; Cramér’s V = 0.20), AI-training opportunities (p = 0.037; V = 0.17), and institutional AI-tool provision (p = 0.032; V = 0.151); self-rated AI knowledge did not differ (p = 0.274; ε²=0.003).

Conclusions

Findings indicate general positivity towards AI, alongside concerns regarding unequal access and limited formal training. These findings underscore the importance of integrating generative AI within e-learning strategies, strengthening students’ digital literacy, and ensuring institutional support in developing country settings.