Transformation of the Educational Process through AI: Opportunities and Challenges from the Perspective of High School and University Students

Abstract

This paper explores the transformation of the educational process under the influence of Generative Artificial Intelligence (AI) through a comparative analysis between high school students in the International Baccalaureate (IB) programmes and university students in technical and economic specialties at Trakia University. A mixed-methods research design was employed, incorporating qualitative reflection through essays and a quantitative and qualitative survey. The results reveal that both groups perceive AI as a "cognitive partner," albeit with a different focus: high school students use it for conceptual understanding, while university students utilise it for professional optimisation. The study identifies a critical need for developing "AI literacy" and an ethical framework to prevent the risk of cognitive atrophy by shifting the focus from the final product to the intellectual process. The article addresses the potential of AI for personalised learning and automation, while simultaneously analysing risks such as technological dependence, lack of human emotional connection, data privacy concerns, and the impact on young brain development. It also emphasises the importance of "Prompt Engineering" as a new foundational skill in the modern digital era.