This study examines how university students perceive AI-powered tools for mediation in higher education, with a focus on the influence of communication richness and social presence on trust and the intention to use such systems. Although AI is increasingly used in educational settings, its role in handling academic mediation, where ethical sensitivity, empathy, and trust are essential, remains underexplored. To fill this gap, this study presents a model that integrates Media Richness Theory, Social Presence Theory, Technology Acceptance Models, and Trust Theory, incorporating digital fluency and conflict ambiguity as key moderating elements. Using a convergent mixed-methods design, the research involves 287 students from a variety of academic institutions. The quantitative findings indicate that students’ willingness to adopt AI mediation tools is significantly influenced by automation, efficiency, and trust, while their perceptions are shaped by how clearly the conflict is understood and by students’ digital skills. The qualitative insights reveal concerns about emotional responsiveness, transparency, and institutional capacity. According to the results, user trust rooted in perceived presence, fairness, and emotional connection is a central factor in terms of AI acceptance, and emotionally aware, transparent, algorithmic and context-sensitive design strategies should be a system-level priority for institutions when integrating AI mediation tools into academic environments.

As HEIs face increasing hybrid environment and communication demands, digital tools and AI can offer timely solutions (for more inclusive and more effective mediation. By applying Media Richness and Social Presence theories, we study how platforms like Zoom and AI-powered chatbots can replicate attributes similar to trust and empathy in virtual contexts. Case studies from pioneering institutions show that hybrid mediation models that blend traditional and digital approaches can enhance engagement as well as fairness. Despite possible disadvantages such as fatigue and ethics, emotionally intelligent AI and immersive technology are pointing toward a more adaptable, empathetic leadership paradigm.

Internal conflicts and crises within Greek higher education institutions (HEIs) necessitate intervention from rectors or top-level administrators. We examine the root causes of crises stemming from legislative instability, resource constraints, and socio-political influences focusing on real-world challenges. This research highlights rectors’ over official state perspectives showcasing unique patterns of conflict, the implications for institutional governance and the need for structured mediation frameworks for the unique case of Greek HEIs. Qualitative methods were used including interviews with rectors from 72% of Greek public universities. A typology of conflicts was identified and strategies for effective mediation and crisis leadership were proposed. This study bridges the gap between theory and practice, offering an analytical model for institutional crisis management, integrating theoretical frameworks such as SCCT and adaptive leadership, being one of the most comprehensive, experience-based analyses of internal crises within national higher education systems. The findings underscore the critical role of leadership in conflict resolution that lower-level bodies cannot address, thus emphasizing the need for enhanced mediation frameworks. This research contributes to the field by addressing gaps in crisis management in HEIs, offering practical recommendations for navigating institutional crises and providing a foundation for further studies in higher education.