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Blockchain in Distance Learning Education

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 January 2023) | Viewed by 65231

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Special Issue Editors

Dr. Rocsana Bucea-Manea-Tonis

E-Mail Website
Guest Editor

USH Pro Business, Spiru Haret University, 030167 Bucharest, Romania
Interests: e-learning; XR; management and marketing in education; gaming; simulation; circular economy
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Gheorghe Orzan

E-Mail Website
Guest Editor

Department of Marketing, The Bucharest University of Economic Studies, 010374 Bucharest, Romania
Interests: education; cyber-marketing; neuro-marketing

Special Issue Information

Dear Colleagues,

Generation Z and millennials love to use technology to simulate, experiment, and play games online; thus, MOOCs with XR courses are the best option to motivate them within classes and to stimulate their interest in learning new things. It is obvious that for Generation Z and millennials we have to adapt the curriculum, the methods of teaching, and the technologies of teaching to gain transversal skills for a sustainable economy. We have to provide content where they are, when they need it, and using means by which they can acquire it. They love simulations, gamification, experimenting through immersion in XR (extended reality environment), project-based experiments, engagement, and having fun in classes through learning-by-doing (Tonis, 2020). XR technology is the most appropriate tool to teach difficult subjects, due to its interactive and interesting presentations and its ability to provide constant feedback. This practical approach lets profound traces in the neural system and makes learning more profound (Gejendhiran, 2020, Moreno, 2020).

MOOC platforms with video courses and XR courses have already proved their utility, such as Coursera and Khan Academy. Education policies, practices, and methodologies have to be adapted to the new trend opened by IoT (Internet of Things), IA, 5G, and blockchain. Teacher and student motivation can be stimulated through an open objective and real-time system of reward, such as gaining credits for their online activity, which might be transformed into cryptocurrency based on a blockchain system. Rewarding students for solving real problems through cryptocurrency will stimulate their interest in gaining transversal and transferable skills. Thus, we prepare our students for a future sustainable economy by playing with them (Alahmari, 2019).

Under blockchain security, the courses, the teachers, and the students will be classified and will gain credit points. This platform will stimulate personal development, equity, and inclusiveness, implementing the first principle of the European Pillar of Social Rights: “Everyone has the right to quality and inclusive education, training, and life-long learning”. The blockchain traceability will facilitate the acquisition of digital and new creative competencies that will support professional and personal changes, increasing employability, productivity, and sustainability (Pavlov,, 2021).

Blockchain will also facilitate resource mining (text and video), and will nudge student and teacher creativity, an innovation that will be reflected in adaptative solutions for current challenges such as technological change, environmental threats, digitalization, health emergencies, increasing inequalities within and between countries, and migration crises. Education is the pillar of an innovative, sustainable economy, and reinforces social cohesion (Upadhyay, 2021)

XR facilities dedicated to education have been already tested. One may find some case-studies at Igloo Vision (https://www.igloovision.com/case-studies ). There are apps such as Nearpod VR, EON creator AVR, Audio Response Systems from the Technical University in Graz, and Social Virtual of Facebook that allow realistic, 3D student–teacher interaction in virtual worlds (Mehlitz, 2019, Hagenhofer, 2019).

References

Bucea-Manea-Țoniş, Rocsana; Bucea-Manea-Țoniş, Radu; Simion, Violeta E.; Ilic, Dragan; Braicu, Cezar; Manea, Natalia. 2020. "Sustainability in Higher Education: The Relationship between Work-Life Balance and XR E-Learning Facilities" Sustainability 12, no. 14: 5872. https://0-doi-org.brum.beds.ac.uk/10.3390/su12145872

Pavlov, O.V.; Katsamakas, E. COVID-19 and Financial Sustainability of Academic Institutions. Sustainability 2021, 13, 3903. https://0-doi-org.brum.beds.ac.uk/10.3390/su13073903

Arvind Upadhyay, Sumona Mukhuty, Vikas Kumar, Yigit Kazancoglu, Blockchain technology and the circular economy: Implications for sustainability and social responsibility,Journal of Cleaner Production, 293, 2021, https://0-doi-org.brum.beds.ac.uk/10.1016/j.jclepro.2021.126130.

Muteeb Alahmari, Tomayess Issa, Theodora Issa, S. Zaung Nau, Faculty awareness of the economic and environmental benefits of augmented reality for sustainability in Saudi Arabian universities, Journal of Cleaner Production, 226, 2019, https://0-doi-org.brum.beds.ac.uk/10.1016/j.jclepro.2019.04.090.

Ferran Calabuig Moreno, María Huertas González-Serrano, Javier Fombona and Marta García-Tascón (2020) The irruption of technology in Physical Education: a general bibliometric analysis with a focus on virtual and augmented reality, Sustainability 2020, 12

Gejendhiran, S.; Anicia, S.A.; Vignesh, S.; Kalaimani, M. Disruptive Technologies—A promising key for Sustainable Future Education. Procedia Comput. Sci. 2020, 172, 843–847

Hagenhofer, T. Social Virtual Learning. 2020. Available online: http://www.social-augmented-learning.de/ (accessed on 15 February 2019).

Mehlitz, M.A. Development of a Medical Virtual Reality Laboratory and a VR-Aided Neuropsychological Testing System with a Pre-Clinical and Clinical Evaluation Study 2004. Available online: https://www.deutschedigitalebibliothek.de/binary/TDSPKXN6FO5UIVNVM2HCNFN3OO3UMY3H/full/1.pdf (accessed on 20 April 2019).

Schiffeler, N.; Abdelrazeq, A.; Stehling, V.; Isenhardt, I.; Richert, A. How AR-E Your Seminars?! Collaborative Learning with Augmented Reality in Engineering Education. In Proceedings of the 12th International Technology, Education and Development Conference, Valencia, Spain, 5–7 March 2018; pp. 8912–8920.

Soo, J.; Crystal, H.; Jihye, O.; Chang, S.J. Application of virtual & augmented reality for training anddevelopment. In Proceedings of the Academy of Human Resource Development International Research Conference, Marriott Richmond, VA, USA, 14–17 February 2018.

Yaoliang Zhang (2018) Application Research of VR Technology in College Sports Popularization and Teaching, Advances in Intelligent Systems Research, volume 163, 8th International Conference on Management, Education and Information (MEICI 2018)

Dr. Rocsana Bucea-Manea-Tonis
Prof. Dr. Gheorghe Orzan
Guest Editors

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Keywords

blockchain
MOOCs
VR
AR
gaming
simulation
distance education

Published Papers (11 papers)

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Research

20 pages, 1506 KiB

Open AccessArticle

The Degree of Adoption of Business Intelligence in Romanian Companies—The Case of Sentiment Analysis as a Marketing Analytical Tool

by David-Florin Ciocodeică, Raluca-Giorgiana (Popa) Chivu, Ionuț-Claudiu Popa, Horia Mihălcescu, Gheorghe Orzan and Ana-Maria (Dumitrache) Băjan

Sustainability 2022, 14(12), 7518; https://0-doi-org.brum.beds.ac.uk/10.3390/su14127518 - 20 Jun 2022

Cited by 5 | Viewed by 2797

Abstract

The structural changes in the public communication space through the advent of the Internet and the further development of online commerce culminate today with the explosion of blockchain techniques and social networks. This communication space was quickly taken over by marketing tools, as demonstrated by the many marketing campaigns dedicated to these new communication channels. The development of online commerce and the emergence of social networks have allowed consumers to efficiently search for brands/products/services, compare them, express their point of view on them, and even give them grades. Due to the explosion of relevant data online, the changing business environment needs attention to interpret and extract relevant information. The application of sentiment analysis to public reaction in the online environment provides the researcher with how the authors of the analyzed texts (clients/beneficiaries) express themselves regarding the studied reference (product/service/organization/social theme and a feature of them). Along with the other metrics present in marketing, including digital marketing, the reports in the analysis panels of google analytics and social networks, sentiment analysis instantly provides the general and competitive context in which the product/service/theme evolves. In this article, two types of research have been conducted to highlight the benefits felt, but also the degree of knowledge, implementation, and use of sentiment analysis in online marketing analysis. One of the types of research was qualitative, carried out on 10 participants (specialists in the field of marketing), with the help of an interview guide. Qualitative research aims to find out the level of knowledge of sentiment analysis and the general degree of digitalization of Romanian companies, an indicator considered critical in the new post-pandemic business environment. The second research was quantitative and used to develop analysis by structural equations. For this, a questionnaire applied to a sample of 108 respondents was used. Through the analysis by structural equations, a conceptual model was developed that presents the main factors that are related to others and that contribute to the satisfaction of the users of the analysis of feelings for obtaining marketing data. Full article

(This article belongs to the Special Issue Blockchain in Distance Learning Education)

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15 pages, 1164 KiB

Open AccessArticle

Smart Academic and Professional Education

by Cătălin-Ionuț Silvestru, Alexandru-Cristian Firulescu, Dumitru-Georgian Iordoc, Vasilica-Cristina Icociu, Mihai-Alexandru Stoica, Otilia-Elena Platon and Anca-Olguța Orzan

Sustainability 2022, 14(11), 6408; https://0-doi-org.brum.beds.ac.uk/10.3390/su14116408 - 24 May 2022

Cited by 6 | Viewed by 1935

Abstract

The evolution of technology brings closer the endless possibilities of education, allowing a human to learn something new anywhere and anytime. With the crisis created by the pandemic situation for the last two years, new ways of education have taken form to maintain the flow of learning and qualification; thus, the term “distance learning” has been implemented in all types of learning, from primary education all the way to tertiary education. This paper covers the image of tertiary education, mostly at the level of universities. Many changes took form at this level, such as developing new ways for the distance learning implementation by creating new programs dedicated for this new method of education. We will present to you how these changes took form and how they can evolve with the help of various technologies such as Blockchain and XR, and other strategic learning methods such as Massive Open Online Courses (MOOCs) and gamification. Universities start to create new programs based on their unique crypto coin, which help students pay for their studies, such as articles, new disciplines, and exchange programs. The gamification of these programs raises the interactivity that students have during class hours, thus motivating them and creating an optimal curve of learning, combined with the implementation of XR technology. Full article

(This article belongs to the Special Issue Blockchain in Distance Learning Education)

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18 pages, 1317 KiB

Open AccessArticle

Artificial Intelligence Potential in Higher Education Institutions Enhanced Learning Environment in Romania and Serbia

by Rocsana Bucea-Manea-Țoniş, Valentin Kuleto, Simona Corina Dobre Gudei, Costin Lianu, Cosmin Lianu, Milena P. Ilić and Dan Păun

Sustainability 2022, 14(10), 5842; https://0-doi-org.brum.beds.ac.uk/10.3390/su14105842 - 11 May 2022

Cited by 20 | Viewed by 5111

Abstract

In their struggle to offer a sustainable educational system and transversal competencies for market requests, significant transformations characterise the higher education system in Serbia and Romania. According to EU policy, these transformations are related to educational reforms and the introduction of new technology and methodologies in teaching and learning. They are expected to answer to the PISA requirements and to increase the DESI (Digital Economy and Society Index). They are also likely to mitigate the inequity of HEIs (higher education institutions), empowered by a structured, goal-oriented strategy towards agile management in HEIs that is also appropriate for new market demands. Our study is based on an exploratory survey applied to 139 Romanian and Serbian teachers from the Information Technology School—ITS, Belgrade, and Spiru Haret University, Romania. The survey let them provide their knowledge of AI or their perceptions of the difficulties and opportunities of these technologies in HEIs. Our study discovered how difficulties and opportunities associated with AI impact HEIs. This study aims to see how AI might assist higher education in Romania and Serbia. We also considered how they might be integrated with the educational system, and if instructors would utilise them. Developing creative and transversal skills is required to anticipate future breakthroughs and technological possibilitiesThe new methods of education focuses on ethics, values, problem-solving, and daily activities. Students’ learning material, how they might achieve critical abilities, and their educational changes must be addressed in the future. In this environment, colleges must create new digital skills in IA, machine learning, IoT, 5G, the cloud, big data, blockchain, data analysis, using MS Office and other applications, MOOCs, simulation applications, VR/AR, and gamification. They must also develop cross-disciplinary skills and a long-term mindset. Full article

(This article belongs to the Special Issue Blockchain in Distance Learning Education)

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20 pages, 840 KiB

Open AccessArticle

Predicting User Behaviour Based on the Level of Interactivity Implemented in Blockchain Technologies in Websites and Used Devices

by Milica Jevremović, Nada Staletić, Gheorghe Orzan, Milena P. Ilić, Zorica Jelić, Cristina Teodora Bălăceanu and Oana Valeria Paraschiv

Sustainability 2022, 14(4), 2216; https://0-doi-org.brum.beds.ac.uk/10.3390/su14042216 - 15 Feb 2022

Cited by 3 | Viewed by 1744

Abstract

Today’s business development processes force companies to find ways to increase the level of interactivity of their products with consumers. One of the ways that companies communicate interactively with users is communication via websites; another way is using a channel that makes the customer more loyal to the company. The aim of this paper is to point out the differences between the effects that interactive and non-interactive blockchain technologies have on users and their behavior, as well as to determine whether the same degree of interactivity is achieved with users who use the same site via computers or mobile phones. For this purpose, three models by Song, Liu, and Wu were compared, which gives this paper a superior precision and depth of research regarding the above-mentioned problem. Furthermore, the contributions of the paper are reflected in a comprehensive and detailed review of previous research on the topic of interactivity and the importance of using a website, showing the specific effects expected from users after the introduction of interactive website features, as well as indicating a difference in customer perception and behavior after using a different site search device. Full article

(This article belongs to the Special Issue Blockchain in Distance Learning Education)

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16 pages, 980 KiB

Open AccessArticle

The Role of Blockchain Technologies in the Sustainable Development of Students’ Learning Process

by Raluca-Giorgiana (Popa) Chivu, Ionuț-Claudiu Popa, Mihai-Cristian Orzan, Cristian Marinescu, Margareta Stela Florescu and Anca-Olguța Orzan

Sustainability 2022, 14(3), 1406; https://0-doi-org.brum.beds.ac.uk/10.3390/su14031406 - 26 Jan 2022

Cited by 14 | Viewed by 4335

Abstract

Technological evolution has contributed to considerable changes in the learning methods used today. If a few years ago, before the technological boom, students relied only on their memory capacity, on notes on sheets of paper and written materials (in the form of course materials, books, or textbooks), today the process of learning is significantly facilitated by the means and techniques involved in the use of technology, such as artificial intelligence, smartphones, and tablets, which are rapidly replacing bulky desktop computers and outdated textbooks used in the learning process. Moreover, blockchain technology can also be used as a motivational factor for developing learning abilities by implementing a system that can bring students credit points convertible into cryptocurrencies or online badges. Studies conducted in the field show that students’ motivation for learning and creativity is significantly improved with the help of this reward system. In this article, two specialized studies were conducted (in Romania), one on the perception of teachers in the university environment towards the use of new technologies in the learning process (artificial intelligence, smartphones, and tablets), and the other on the perception of students on the technological integration of blockchain (by implementing a system that can bring students credit points convertible into cryptocurrencies or online badges to certify their knowledge) in the learning process and measuring their satisfaction. Full article

(This article belongs to the Special Issue Blockchain in Distance Learning Education)

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14 pages, 723 KiB

Open AccessArticle

The Utility of Blockchain Technology in the Electronic Commerce of Tourism Services: An Exploratory Study on Romanian Consumers

by Tița Raluca-Florentina

Sustainability 2022, 14(2), 943; https://0-doi-org.brum.beds.ac.uk/10.3390/su14020943 - 14 Jan 2022

Cited by 13 | Viewed by 2924

Abstract

Blockchain technology is considered one of the most revolutionary innovations that has much to offer the tourism industry, having a positive impact among consumers with the help of interactive applications but also easy to use. Tourist services must constantly evolve in a society where the consumer has everything a click away and his requirements are demanding when it comes to quality leisure. Blockchain technology has the power to change the course of the travel experience, offering the customer more autonomy, but the applications developed by the providers can offer transparency and trust to the customers from the moment T0, when the desire to go on a trip is born, until the end at which it should provide feedback. So far, digital and tourism specialists have not agreed on the development of blockchain-based applications, although the benefits are great for both consumers and tourism service providers, as in this publication we can see a series of advantages that blockchain technology can offer the tourism field. This paper also investigates the satisfaction that the Romanian consumer has after purchasing tourist services through e-commerce applications, a satisfaction that can be an additional motivation for specialists to implement blockchain technology. Following the research in this paper, it can be seen how important it is to develop a series of easy-to-use applications, because if the consumer does not manage to use the applications, this affects the degree of satisfaction and the intention to continue using the online applications for the purchase of tourism services. Full article

(This article belongs to the Special Issue Blockchain in Distance Learning Education)

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16 pages, 1168 KiB

Open AccessArticle

The Potential of Blockchain Technology in Higher Education as Perceived by Students in Serbia, Romania, and Portugal

by Valentin Kuleto, Rocsana Bucea-Manea-Țoniş, Radu Bucea-Manea-Țoniş, Milena P. Ilić, Oliva M. D. Martins, Marko Ranković and Ana Sofia Coelho

Sustainability 2022, 14(2), 749; https://0-doi-org.brum.beds.ac.uk/10.3390/su14020749 - 11 Jan 2022

Cited by 17 | Viewed by 5123

Abstract

Lifelong learning approaches that include digital, transversal, and practical skills (i.e., critical thinking, communication, collaboration, information literacy, analytical, metacognitive, reflection, and other research skills) are required in order to be equitable and inclusive and stimulate personal development. Realtime interaction between teachers and students and the ability for students to choose courses from curricula are guaranteed by decentralized online learning. Moreover, through blockchain, it is possible to acquire skills regarding the structure and content while also implementing learning tools. Additionally, documentation validation should be equally crucial to speeding up the process and reducing costs and paperwork. Finally, blockchains are open and inclusive processes that include people and cultures from all walks of life. Learning in Higher Education Institutions (HEI) is facilitated by new technologies, connecting blockchain to sustainability, which helps understand the relationship between technologies and sustainability. Besides serving as a secure transaction system, blockchain technology can help decentralize, provide security and integrity, and offer anonymity and encryption, therefore, promoting a transaction rate increase. This study investigates an alternative in which HEI include a blockchain network to provide the best sustainable education system. Students’ opinions were analyzed, and they considered that blockchain technology had a very positive influence on learning performance. Full article

(This article belongs to the Special Issue Blockchain in Distance Learning Education)

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24 pages, 3897 KiB

Open AccessArticle

Towards a Trusted and Unified Consortium-Blockchain-Based Data Sharing Infrastructure for Open Learning—TolFob Architecture and Implementation

by Jun Xiao, Yi Jiao, Yin Li and Zhujun Jiang

Sustainability 2021, 13(24), 14069; https://0-doi-org.brum.beds.ac.uk/10.3390/su132414069 - 20 Dec 2021

Cited by 8 | Viewed by 3295

Abstract

Open learning is now facing a complex higher education ecosystem that involves a variety of heterogeneous information systems and comprises decentralized stakeholders, such as universities, professors, students, and software vendors. Authentic, non-repudiable, and fast available data sharing among open learning information systems and stakeholders is a key issue that remains unresolved. To solve this problem, this paper proposes a consortium blockchain extended architecture featuring integration and cross-chain functions to provide a unified and trusted data-sharing infrastructure for open learning. The overall architecture consists of three elements: a blockchain-integrated open learning scenario schema; a blockchain-integrated open learning application model; and a pragmatic blockchain integration framework. The proposed blockchain integration framework is implemented based on Hyperledger Fabric 1.4. A trusted open-learning behavior and achievement management application is developed as a proof-of-concept which integrates two educational institutions’ four productional learning systems into a blockchain network and has stably run over six months. A suite of experiments is designed and executed to verify our blockchain system’s viability and scalability. The test result shows the implementation of the blockchain system is competent for the production environment and outperforms related works investigated. However, it does have limitations and optimization potential, which will be studied in the future. Full article

(This article belongs to the Special Issue Blockchain in Distance Learning Education)

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21 pages, 1802 KiB

Open AccessArticle

Blockchain Technology Enhances Sustainable Higher Education

by Rocsana Bucea-Manea-Țoniş, Oliva M. D. Martins, Radu Bucea-Manea-Țoniş, Cătălin Gheorghiță, Valentin Kuleto, Milena P. Ilić and Violeta-Elena Simion

Sustainability 2021, 13(22), 12347; https://0-doi-org.brum.beds.ac.uk/10.3390/su132212347 - 09 Nov 2021

Cited by 43 | Viewed by 7160

Abstract

This research investigates blockchain technology, focusing on the influence of motivation on collaborative work, which positively influences learning performance in Higher Education Institutions (HEI). In addition, blockchain technology is correlated with decentralisation, security and integrity, and anonymity and encryption. It can also be perceived as a consensus mechanism, rewarding students, professors, and universities as a smart contract. Therefore, this technology has been used to improve higher education. It also allows less informed people to interact with better-informed peers and mentors. Finally, this study aims to enhance the current state of blockchain applications comprehension. The methodology used for this research includes document analysis, literature review, content analysis (blockchain platforms), the case study method, and the survey method. In statistical considerations, aiming to evaluate indicators, this research presents the Composite Reliability Analysis, Cronbach Alpha Coefficients, and the Bootstrapping method (Variance Inflation Factor). All these analyses aimed to present a designed research model. This exploratory research gathered data from 150 students at 3 universities in Serbia, Romania, and Portugal. As demonstrated, using student motivation has a significant and positive impact on the quality of student collaborative work. Student collaborative work also correlates with students’ higher level of engagement in the educational process, and the more engaged students are, the better their learning outcomes will be. As a result, in higher education, student involvement boosted learning outcomes. Researchers found that motivation, teamwork, and student involvement were important factors in improving student learning outcomes, as were blockchain-based tools. The results from the quantitative analysis indicate that Collaborative work, Motivation, Engagement, MOOCs, AR, VR, Gamification, and Online class were associated with learning performance. Full article

(This article belongs to the Special Issue Blockchain in Distance Learning Education)

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19 pages, 461 KiB

Open AccessArticle

Extended Reality in Higher Education, a Responsible Innovation Approach for Generation Y and Generation Z

by Valentin Kuleto, Milena Ilić P., Monica Stanescu, Marko Ranković, Nevenka Popović Šević, Dan Păun and Silvia Teodorescu

Sustainability 2021, 13(21), 11814; https://0-doi-org.brum.beds.ac.uk/10.3390/su132111814 - 26 Oct 2021

Cited by 34 | Viewed by 7259

Abstract

This study aims to provide a comprehensive overview of the XR challenges, opportunities, and future trends that will impact higher educational institutions. The article discusses (using observation, participatory observation and as well as document analysis) the potential for augmented reality to be used in higher education, having in mind characteristics of Millennials (Generation Y) and Post-Millennials (Generation Z) and raises issues about responsible innovation, the future of work, and formal education. Additionally, survey research was completed among students in Serbia and Romania (103 respondents) within selected generations regarding their knowledge of extended reality and their attitudes towards opportunities and challenges of extended reality in Higher Education Institutions, and thus this paper also utilises quantitative analysis. A correlation matrix, composite reliability, and regression model were used to code the data and extract knowledge. A thorough review of the existing literature on one hand and primary research as well, using the chosen scientific methods, the planned purpose of the research will be obtained: to gain a better-understanding of the education needs of Generation Y and Generation Z and the potential use of XR as a response to the needs observed. The results of the quantitative analysis confirmed our starting assumptions: XR is an excellent technology facilitating the teaching processes allowing learners to more actively control their learning strategies and supporting the interactivity and connectivity that students and faculties experience. Furthermore, Generation Z students are more applicative for stating XR’s opportunities (instead of challenges) in higher education institutions. Full article

(This article belongs to the Special Issue Blockchain in Distance Learning Education)

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16 pages, 589 KiB

Open AccessArticle

Exploring Opportunities and Challenges of Artificial Intelligence and Machine Learning in Higher Education Institutions

by Valentin Kuleto, Milena Ilić, Mihail Dumangiu, Marko Ranković, Oliva M. D. Martins, Dan Păun and Larisa Mihoreanu

Sustainability 2021, 13(18), 10424; https://0-doi-org.brum.beds.ac.uk/10.3390/su131810424 - 18 Sep 2021

Cited by 81 | Viewed by 21186

Abstract

The way people travel, organise their time, and acquire information has changed due to information technologies. Artificial intelligence (AI) and machine learning (ML) are mechanisms that evolved from data management and developing processes. Incorporating these mechanisms into business is a trend many different industries, including education, have identified as game-changers. As a result, education platforms and applications are more closely aligned with learners’ needs and knowledge, making the educational process more efficient. Therefore, AI and ML have great potential in e-learning and higher education institutions (HEI). Thus, the article aims to determine its potential and use areas in higher education based on secondary research and document analysis (literature review), content analysis, and primary research (survey). As referent points for this research, multiple academic, scientific, and commercial sources were used to obtain a broader picture of the research subject. Furthermore, the survey was implemented among students in the Republic of Serbia, with 103 respondents to generate data and information on how much knowledge of AI and ML is held by the student population, mainly to understand both opportunities and challenges involved in AI and ML in HEI. The study addresses critical issues, like common knowledge and stance of research bases regarding AI and ML in HEI; best practices regarding usage of AI and ML in HEI; students’ knowledge of AI and ML; and students’ attitudes regarding AI and ML opportunities and challenges in HEI. In statistical considerations, aiming to evaluate if the indicators were considered reflexive and, in this case, belong to the same theoretical dimension, the Correlation Matrix was presented, followed by the Composite Reliability. Finally, the results were evaluated by regression analysis. The results indicated that AI and ML are essential technologies that enhance learning, primarily through students’ skills, collaborative learning in HEI, and an accessible research environment. Full article

(This article belongs to the Special Issue Blockchain in Distance Learning Education)

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