The rapid development of artificial intelligence (AI) has affected higher education. Students now receive new tools that optimize the performance of current tasks. Universities have also begun implementing AI technologies to help university teachers and improve the quality of educational services and solve the Sustainable Development Goal 4. Hypothetically, it is possible to replace university teachers by using AI technologies. This is a hidden conflict of Sustainable Development Goal 4 and Sustainable Development Goal 8. This research aimed to examine the perceptions of Eastern European students about the possibility of replacing university teachers through AI technologies. The authors used an information study with a bibliometric analysis of 2000 sources, planning the experiments and compiling the questionnaire, surveying 599 students using an electronic questionnaire and cloud technologies, statistical processing questionnaires using Excel tables, and verifying statistical hypotheses. Verification of statistical hypotheses for replies of 599 respondents showed that more than 10% of the surveyed students from Eastern European universities are confident that AI will replace university teachers in five years. It was shown that the opinions of students in the 1st stage (undergraduate study) from the countries of the European Union and countries outside the European Union have significant differences. The obtained results were proven using one-sided testing and standard hypothesis testing level, α = 0.05. The article was completed with multilevel managerial and pedagogical recommendations. These recommendations are designed to increase higher education’s sustainability in AI implementation.

Universities started to use artificial intelligence (AI) tools to improve the quality of higher education services. However, the rapid adoption of AI tools in higher education (HE) may lead to sustainability issues. On the one hand, there are prerequisites for using AI tools to achieve Sustainable Development Goal 4 (SDG 4). On the other hand, as consumers of educational services (stakeholders), students have their own opinions about using AI in the educational process. The purpose of this study was to explore students’ opinions on the use of artificial intelligence tools in higher education. The authors analyzed student responses to the question: “Do you think AI threatens higher education in the next five years?” The authors formulated this question based on the definition of “a safe learning environment”, which is associated with a “safe” learning environment (SDG 4.3). The authors made use of a literature review, a bibliometric analysis of 5000 sources, a survey of 1104 students from eight universities in Eastern Europe through cloud technologies to host a special electronic questionnaire, statistical processing of questionnaires, and testing of statistical hypotheses. The authors formulated and tested two pairs of competing statistical hypotheses. Finally, the authors obtained three new scientific facts based on the respondents’ answers. New scientific facts were obtained using a standard level of statistical hypothesis testing (α = 0.05). The main scientific fact is that 10.17% to 35.42% of students think that Artificial Intelligence threatens higher education. According to student opinions, AI may hurt the sustainability of higher education (SDG 4.3). The authors are confident that new scientific facts help conceptualize and promote didactic theory and practice. The study results are needed to predict, plan, and implement organizational, pedagogical, and methodological measures aimed at SDG 4.3 through a “safe” learning environment while further expanding the use of AI in higher education.

This paper continues the series of publications of our interdisciplinary research findings at the crossroads of higher education sustainability (SDG 4.3), smart education, and artificial intelligence (AI) tools. AI has begun to be used by universities to increase the quality of higher educational services. AI tools are expected to help university teachers in the teaching process. Students also use AI to help them complete their tasks. At the same time, AI may threaten Sustainable Development Goal 4 (SDG 4). In particular, this is a “blank spot” in the study of AI and non-violent learning environments (SDG 4.3). The aim of the study was to verify competing statistical hypotheses. To achieve this aim, the authors used modern, economically sound methods. The authors processed the responses of 1102 students from eight Eastern European universities using a special electronic questionnaire. The authors statistically processed the student survey results and then tested a pair of conflicting statistical hypotheses. The authors adopted a standard level (α = 0.05) of hypothesis checking. Testing statistical hypotheses led to obtaining two statistically substantiated new scientific facts: (1) The requirement for “non-violent” learning environments does not meet some students’ needs. (2) The number of these students can be up to 31.94%. Summary: The new scientific facts are helpful for further developing world pedagogical theory and practice. They are the basis for forecasting and preparing for managerial actions aimed at SDG 4.3.

In recent years neural networks have been used to achieve all 17 SDGs. This paper is directly related to SDG 9. In particular, the application of neural networks in statistics indicates the creation and development of a scientific research infrastructure (including encouraging innovation, SDG 9.5). Also, this paper shows the possibility of the mass practical application of neural networks for statistics in the context of sustainable development (with the possibilit of increasing the number of researchers, SDG 9.5). The paper aims to test the following two hypotheses in the context of SDG 9.5: (1) The rapid growth of scientific interest in neural networks will lead to a decrease in the number of scientific publications in statistics. (2) It is possible to use neural networks for calculating statistical indicators. Bibliometric analysis, mathematical modeling, the calculation of statistical indicators using the new prompt and Excel table z-statistics were used. The scientific novelty lies in the new knowledge obtained by the author for the first time. This study integrates advanced technologies (neural networks) and a traditional field (statistics), which is a significant contribution to innovation and infrastructure development (Indicator 9.5.1). The practical value lies in the ease of the mass use of neural networks for statistical data processing of more than 100,000 units, which is related to Indicator 9.5.2. Thus, this paper represents an important contribution to the stimulation of innovation, thereby building up technological potential and leading to a significant increase in the number of researchers (SDG 9.5).

The goal of the study was verification of the hypothesis: students of East European universities are subjects of educational services. The study was carried out since December 2018 till December 2019. The following research methods were used in the work: empirical methods (the study of normative legal acts and scientific-methodological literature; content analysis of scientific sources and standards for higher professional education; monitoring of publications); methods of theoretical analysis (comparative and retrospective one; specification and generalization; classification; induction and deduction); mathematical and graphical methods for data analysis of research, verification of statistical hypotheses. The legal relations between the subjects of educational services in some East European countries have been studied. The results have a very important scientific and practical significance: 1. It is statistically proven that students of East European universities are not subjects of educational services. The result is highly statistically significant (0.01). 2. There were given recommendations for Governments of East European countries. 3. There were given recommendations for the authorities of East European universities.

The knowledge economy is becoming a key factor in the sustainable development of various sectors, including energy. One of the central elements in the energy of the future is renewable energy, which is becoming increasingly important in the global economy, especially in the context of achieving Sustainable Development Goal 7.a (SDG 7.a). In the last decade, Poland, like many other countries, has faced energy security challenges; a strong dependence on fossil energy sources, including imported ones; and the need to modernize its energy infrastructure. The development of renewable energy sources in Poland is becoming a priority in the state energy policy, facilitated by global trends and international commitments, including participation in achieving the SDGs. The knowledge economy is based on the efficient use of intellectual resources, innovative technologies, and scientific data. This article analyzes the role of scientific publications in forming innovative solutions for the energy sector, including renewable energy. The authors used modern research methods: scientometric, bibliometric, and correlation analyses of publications in the Scopus database and a specially created prompt for the processing of an array of 1,731,987 information units and z-statistics. The authors found six hidden reasons limiting the publication activity of Polish energy scientists. These reasons led Poland to leave the top 20 leading countries in the world market for scientific products in the energy sector. As a result, the authors rejected three research hypotheses and formulated management recommendations. This study emphasizes the importance of the knowledge economy in developing sustainable energy in Poland and the world.