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.

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