Centre Research Plan for 2026: ‘Value-Based and Sociodemographic Determinants of Artificial Intelligence Use in Higher Education’
OBJECTIVES:
Although the use of artificial intelligence (AI) in education is rapidly expanding, some studies have indicated significant digital inequalities or differences in the intensity of adoption of this technology. In this context, socioeconomic inequalities, gender inequalities and differences between fields of study are particularly important. Digital inequalities are influenced by socioeconomic status, with students from higher socioeconomic backgrounds having better access to AI technologies. Men use AI more frequently and perceive it as more useful, including greater trust and lower levels of anxiety. STEM students adopt AI more readily than students in the social sciences and humanities and also demonstrate greater trust in it. STEM students are more inclined to adopt AI and have a more positive view of it than their peers in the social sciences and humanities, who may perceive AI as less applicable to their fields. Ethical concerns and concerns about job loss are more pronounced among students in the social sciences and humanities. Students in the social sciences and humanities express greater anxiety about how artificial intelligence will affect their future career prospects and about the ethical implications of the widespread adoption of artificial intelligence. Addressing these challenges requires equitable access to AI education, efforts to reduce AI-related anxiety, the promotion of gender inclusivity and the encouragement of interdisciplinary approaches to AI curricula. The main objective of our research is to determine (a) which socioeconomic predictors are associated with the adoption of artificial intelligence and (b) which dimensions of general attitudes towards new technologies are the strongest mediators of legitimate and illegitimate use of artificial intelligence by students.
Differences in the Cultivation Effects of Old and New Media. The project is funded by the Faculty of Humanities and Social Sciences in Osijek and involves Professor Željko Pavić, PhD, Professor Daniela Šincek, PhD, Professor Boris Badurina, PhD, Associate Professor Marija Milić, PhD, and Juraj Jurlina, PhD. The project has been running since 1 January 2023.
Mimladi.hr – A New Face of the Homepage. On behalf of the Faculty of Humanities and Social Sciences in Osijek, the project involves Associate Professor Daniela Šincek, PhD, Associate Professor Goran Livazović, PhD, Assistant Professor Gordana Lesinger, PhD, and Associate Professor Željko Pavić, PhD (project coordinator). The project was implemented at the Faculty of Humanities and Social Sciences from October 2020 to June 2021. The project was approved and co-funded by the European Social Fund under the Operational Programme Efficient Human Resources 2014–2020.
The Relationship between Sexting, Motivations for Sexting and Key Variables of the Sociocultural Model of Body Image Dissatisfaction (project leader: Associate Professor Daniela Šincek, PhD; participant: Ivana Duvnjak, Assistant; from 1 May 2019 to 30 September 2020) – institutional project
Testing the Assumptions of Problem Behaviour Theory in Relation to Risky Behaviours in the Digital World (project leader: Associate Professor Daniela Šincek, PhD; participants: Ivana Duvnjak, Assistant, and graduates Leticija Butorac, Laura Rancinger, Antonela Šreter and Andreja Štajduhar; implemented from 1 May 2019 to 30 September 2020) – institutional project