AI in Higher Education: Empirical Evidence of Adoption, Attitudes, and Ethical Concerns from Georgia

Abstract

The rapid integration of Artificial Intelligence (AI) into research and higher education has outpaced the available empirical evidence regarding its adoption, particularly within Eastern European contexts. This study addresses this scholarly gap by investigating the usage patterns, perceived advantages, and ethical concerns of the academic and professional communities in Georgia. Employing a cross-sectional online survey conducted between April and May 2025, data were gathered from a substantial sample of 950 respondents, including students, instructors, researchers, and professionals affiliated with five major Georgian universities. The analysis, utilizing descriptive statistics and confidence intervals, reveals an adoption rate of 72.6%. Dominant use cases identified were research and information retrieval (75.0%), writing and editing (44.9%), and curiosity-driven exploration (38.8%). Participants cited significant operational benefits, most notably time savings (91.4%) and a reduction in routine tasks (54.6%). However, critical concerns were raised regarding over-reliance (62.6%), the accuracy of AI outputs (53.8%), and the potential degradation of intellectual skills (37.2%). While 21.2% of the cohort expressed cautious expectations, the majority anticipate a sustained expansion of AI within the sector. Although focused on a specific academic cohort rather than the general population, this research provides essential empirical data for the development of institutional policies that reconcile technological innovation with ethical standards in both regional and global educational frameworks.