International students face unique challenges in pursuing higher education in a foreign country. To address these challenges and enhance their academic experience, higher education institutions are increasingly exploring the use of artificial intelligence (AI) applications. This research essay aims to investigate the impact of AI on the education of international students. Instead of a traditional literature review, it employs a research approach to examine the potential applications of AI and discuss associated concerns. The research paper explores various AI applications, such as personalized learning experiences, adaptive testing, predictive analytics, and chatbots for learning and research. By analyzing the role of AI in education for international students, this research paper sheds light on how AI can improve learning efficiency and provide customized educational support. Additionally, it identifies significant risks and limitations, including privacy concerns, cultural differences, language proficiency, and ethical implications, which must be effectively addressed. The findings contribute to a better understanding of the potential impact of AI on international students’ educational experiences and offer insights into the integration of AI into educational administration and learning processes.

The rise of generative AI in higher education has disrupted our traditional understandings of academic integrity, moving our focus from clear-cut infractions to evolving ethical judgment. In this study, a survey of 401 students from major U.S. universities provides insight into how beliefs, behaviors, and policy awareness intersect in shaping how students interact with AI-assisted writing. The findings indicate that students’ ethical beliefs—not institutional policies—are the strongest predictors of perceived misconduct and actual AI use in writing. Policy awareness was found to have no significant effect on ethical judgments or behavior. Instead, students who believe AI writing is cheating were found to be substantially less likely to view it as ethical or engage with it. These findings suggest that many students do not treat AI use in learning activities as an extension of conventional cheating (e.g., plagiarism), but rather as a distinct category of academic conduct/misconduct. Rather than using punitive models to attempt to punish students for using AI, this study suggests that education about AI ethics and the risk of AI overreliance may prove more successful for curbing unethical AI use in higher education.

This research delves into the interplay between three pivotal literacies in the digital age–information literacy, data literacy, and privacy literacy—and the receptivity towards the adoption of emerging technology within communities, with a specific focus on the chatbot ChatGPT. Data was gathered through online surveys conducted among adults residing in a four-county region in northern Texas during a two-week period in late 2022, yielding 130 valid responses. The results of regression analysis indicate a positive association between the inclination to utilize ChatGPT for enhancing one's community and proficiency in information literacy and privacy literacy. However, an unexpected observation emerges as data literacy skills do not exhibit a significant relationship with this inclination, despite ChatGPT's standing as a data science innovation. Moreover, age, gender, educational attainment, and internet usage patterns are identified as influential factors in these associations. These findings hold substantial importance in comprehending the intricate dynamics of how diverse literacies and individual and community-related variables mutually shape each other's development.

The field of Natural Language Processing (NLP) has seen significant advancements in recent years, thanks in large part to the development of powerful language models such as ChatGPT. ChatGPT, short for Chat Generative Pre-trained Transformer, is a large-scale neural language model developed by OpenAI that is capable of generating human-like responses to natural language input. With its impressive performance on a range of language tasks, ChatGPT has quickly become one of the most widely used language models in NLP research and application. The preceding paragraph showcases ChatGPT’s capabilities, as it was composed and formatted entirely using artificial intelligence (AI). Clearly, ChatGPT holds tremendous power when it comes to writing-based tasks. As noted in a recent C&RL News article by Christopher Cox and Elias Tzoc, ChatGPT, and similar large language model technologies, have the potential to be disruptive technologies, significantly affecting not just academic libraries but higher education as a whole. In this article, we aim to explore some of these potential issues and propose a few possibilities for how we, as information professionals, may be able to help address them as they emerge.

The use of artificial intelligence (AI) applications in education has the potential to revolutionize the learning experience for international students, who face unique challenges when studying in a foreign country. This paper explores various examples of AI applications in education and their potential impact on international students. AI applications such as personalized learning experiences, adaptive testing, predictive analytics, and chatbots for learning and research are examined for their potential to improve learning efficiency and provide customized education support. It also explores the significant risks and limitations associated with AI technologies, such as privacy, cultural differences, language proficiency, and ethical implications. To maximize the potential benefits of AI applications in higher education, it is crucial to implement appropriate safeguards and regulations. This paper provides a starting point for research on the potential impact of artificial intelligence on international students’ educational experiences and how AI may be integrated into educational administration and learning processes.

The term “Artificial Intelligence” (AI) is increasingly permeating public consciousness as it has gained more popularity in recent years, especially within the landscape of academia and libraries. AI in libraries has been a trending subject of interest for some time, as within the library there are numerous departments that serve a role in collectively contributing to the library’s mission. Consequently, it is imperative to consider AI’s influence on the digital preservation of historic documents. This paper delves into the historical evolution of preservation methods driven by technological advancements as, throughout history, libraries, archives, and museums have grappled with the challenge of preserving historical collections, while many of the traditional preservation methods are costly and involve a lot of manual (human) effort. AI being the catalyst for transformation could change this reality and perhaps redefine the process of preservation; thus, this paper explores the emerging trend of incorporating AI technology into preservation practices and provides predictions regarding the transformative role of Artificial Intelligence in preservation for the future. With that in mind, this paper addresses the following questions: could AI be what changes or creates a paradigm shift in how preservation is done?; and could it be the thing that will change the way history is safeguarded?