Student Perceptions of Innovative Educational Approaches in the Era of Generative AI
Volume 4, Issue 2
Authors
Anikó Csepregi • Andrej Rajsky • • •
Keywords
education, university, digital transformation, artificial intelligence, questionnaire, students
Citation in APA style
Csepregi, A. & Rajsky, A. (2026). Student Perceptions of Innovative Educational Approaches in the Era of Generative AI. Journal of Business Sectors, 4(2), 13–24. https://doi.org/10.62222/GSKN4060
DOI
Abstract
Research background:
The rapid development of generative artificial intelligence (AI) and ongoing digital transformation are reshaping higher education and increasing demand for more flexible and competence-oriented educational approaches. Recent studies indicate that students tend to associate educational innovation less with technological novelty itself and more with flexibility, practical learning outcomes, and career relevance.
Purpose of the article:
This article aims to identify the key educational and digital factors that positively influence students’ perceptions of innovative educational approaches that support critical thinking and personal development in higher education.
Methods:
The quantitative research was conducted using a sample of 925 students from a partner university participating in a V4 research project. Students’ attitudes were collected through an online questionnaire administered in October 2025. The research hypotheses were tested using correlation analysis and linear regression modelling. The data were analysed using IBM SPSS Statistics.
Findings & Value added:
The findings indicate that students place greater value on educational approaches that support practical skills development, flexibility, and preparation for future careers than on technological novelty itself. The strongest positive effects were identified for approaches supporting the development of future career skills and flexible educational systems. By contrast, several variables related to AI and digital resources exhibited weaker or statistically non-significant effects. This may indicate that students increasingly perceive digital technologies as a standard component of higher education rather than as a distinct indicator of educational innovation. The study contributes to current debates on AI and educational innovation by demonstrating that students associate innovation more strongly with competence development and flexibility than with technological novelty alone.