The integration of artificial intelligence (AI) in education has profoundly transformed the learning landscape, offering significant opportunities for personalized, flexible, and efficient educational practices. This study explores the impact of AI on academic learning, focusing on the perceptions and behaviors of students from Valahia University of Târgoviște, Romania (N = 250). By analyzing the students’ use of AI tools such as learning assistants and content generation systems, this research identifies the factors influencing the integration of AI into educational practices. Using a quantitative approach with a self-administered online questionnaire, this study tested hypotheses regarding the influences of age, field of study, and self-reported AI usage on students’ perceptions of its impact on academic performance, motivation, and the development of essential skills such as critical thinking and learning autonomy. Statistical analyses were conducted using SPSS V26, and Spearman’s correlation revealed significant relationships between AI competency and perceptions of academic performance (ρ = 0.261, p < 0.001), personalized learning (ρ = 0.196, p = 0.002), and motivation (ρ = 0.234, p < 0.001). The results highlight AI’s potential to revolutionize educational practices by providing personalized learning experiences, stimulating motivation, and promoting lifelong learning skills. This research deepens the understanding of AI’s role in higher education and its implications for future learning models, emphasizing its capacity to transform both students and educators.

Intercultural competence is an increasingly debated subject, at least in foreign specialized literature, not in the national one, especially in the context of university education where most exchanges of experience take place between universities from various European countries and not only. The purpose of this article is to identify and clarify from a theoretical point of view the concept of intercultural competence and the importance of its formation at the level of university education. The article analyzes aspects and opinions regarding the term intercultural competence and the components that make up this competence. It also presents some of the development models of competence, which have the role of strengthening the characteristics of intercultural competence. The theoretical aspects analyzed regarding intercultural competence demonstrate the importance of this competence and the necessity of its training at the university level, which should arouse the interest of actors in the university system towards a thorough training of intercultural competence for their students and giving it special importance.

The pandemic period brought major changes in terms of the teaching-learning process in the university education system and represented an experience both for teachers and students. This study investigates the views, difficulties faced by students while attending online courses and seminars, but also disadvantages and benefits. In order to carry out the study, a questionnaire with several items aimed at achieving clear objectives was applied. The study was attended by 70 students from the PIPP specialization, bachelor’s cycle, who attended the online courses in a percentage of over 50%. The analysis captured various results regarding the way of teaching-learning in the online system, which indicates that most of the students in the research lean towards learning in a physical format, and only in exceptional cases online, among the causes or difficulties identified being the weak Internet connection, lack of concentration and focus of attention in classes caused by various disturbing factors in the home environment, difficulties in understanding the classes, the impossibility of physical participation in practice activities.

The present research aims to highlight the relationship between locus of control and learning styles. The study was attended by 225 students from several faculties with a humanistic profile in the University of Bucharest, aged between 22 and 23, both male and female. Statistically significant differences in terms of locus of control depending on learning styles, are to be measured in terms of the dependent relationship between the two variables (p < 0.01). On the other hand, we aimed to highlight gender differences depending on learning styles and locus of control (p < 0.01). The results can be used in the adaptation of teaching methods in the university environment.

The purpose of this study is to identify whether students’ academic performance is influenced by their learning style. The research addressed students in the field of educational sciences. To collect research data, a questionnaire was applied to a number of 143 students aged between 19 and 56 years. The research data were statistically analyzed using the Kruskal Wallis Test. The statistical results indicate significant differences between students with auditory, visual and practical learning styles depending on the academic performance and the year of study. Our results can be used in the teaching-learning process by the teacher.

This study aims to highlight the difficulties that students encounter in online education depending on their gender and age group. 143 students participated in the study, 68 male and 75 female, aged between 18 and 50, with M = 37.4 and SD = 4.5 from the urban environment, humanistic profile. The study aims to test three research hypotheses, which aim to identify differences between attendance at classes and gender and age category, between difficulties, participant gender and age category.