As artificial intelligence (AI) continues to evolve, its integration into higher education (HE) has sparked both enthusiasm and concern. This study examines HE students’ perceptions of ChatGPT and AI tools. An online survey with closed questions was administered, and a convenient sample of 515 students was gathered and analyzed. Findings reveal a dual perspective, where students recognize AI’s potential to enhance research efficiency, support academic tasks, and personalize learning experiences, while simultaneously raising concerns regarding ethical considerations, content reliability, and potential declines in critical thinking skills. A key insight from this study is the variation in AI perceptions based on academic level and ICT competence. The findings reinforce the importance of comprehensive AI literacy programs, ethical guidelines, and institutional support. Additionally, this study highlights the importance of bridging the digital divide, ensuring equitable engagement with AI tools across different competency levels. This study contributes to the ongoing discourse on AI in HE by identifying key areas where AI adoption can be optimized while mitigating its risks. Future research and policy initiatives should focus on striking a balance between technological advancements and human-centered learning, ensuring that AI adoption supports academic integrity and educational innovation.

The DATA-READY project focuses on integrating Data Literacy (DL) into compulsory education acrossEurope. Recognising DL as a vital 21st-century skill, closely linked to digital, scientific, and AI literacies,the project addresses the current gap in curricula. It proposes a comprehensive European Data LiteracyFramework (DLF) to guide teaching and assessment, support teacher training, and promoteinterdisciplinary learning. Spanning from 2025 to 2028, project activities involve mapping existingpractices, piloting with students, and formulating policy recommendations in partner countries (Greece,Cyprus, Germany, Portugal, Poland). By equipping educators and students with critical data skills,DATA-READY aims to foster informed, ethical, and data-literate citizens.

This study examined teacher Data Literacy (DL) across compulsory education in Greece, Cyprus, Germany, Poland, and Portugal. Teacher DL was conceptualized as a multidimensional professional competence involving the critical, ethical, and responsible use of educational data. A cross-sectional survey of 545 in-service teachers examined DL conceptualizations, within-block dimensionality, cross-country variation, and associations with professional enactment and future data-use intention. Descriptive and non-parametric analyses were combined with exploratory factor analysis and hierarchical regression. Separate block-level analyses supported internally coherent observed-score indices without establishing discriminant validity across blocks. Cross-national differences were clearest in self-reported professional enactment. The final model explained 59.9% of enactment variance, with perceived DL capacity showing the strongest association (β = 0.401, p < 0.001). The future-intention model explained 42.1% of variance, with professional-development orientation (β = 0.403, p < 0.001) and positive attitudes (β = 0.197, p < 0.001) strongest. Findings remain exploratory and sample-specific.

MOOCs, although not a new educational phenomenon, have not seen much development in the Greek educational landscape. In May 2023, University of the Aegean, through its Lifelong Learning Center has launched its own OpenEdx platform for providing MOOCs to the public. Eleven courses were developed and offered in the pilot phase of the program and almost 3.000 participants were enrolled. Outcomes of the evaluation study on the participants showed that there was a high completion rate and high satisfaction levels and main reasons for participation were work and professional development, Moreover, it was found that the main obstacles they faced regarding their participation were related to work and family obligations. Keywords: MOOCs, participation barriers, quality