This study aims to evaluate the level of literacy and experience of lecturers regarding the use of artificial intelligence (AI) systems in higher education environments in Timor Leste. A questionnaire was distributed to measure key aspects such as understanding of the definition of AI, belief in the value and benefits of AI in education, accessibility and ease of use of AI, operational skills in using everyday AI applications, and previous positive experiences with AI. The study concluded that although the adoption and acceptance of AI among lecturers is quite decent, there is still a need to improve literacy and practical experience with AI to ensure that this technology can be optimally utilized in education.

The study aims to provide an overview of positive experiences of using Artificial Intelligence tools for academics at a university in Timor Leste. The results of this study show a generally positive response despite there still being research participants who gave negative responses. The results of this study can provide recommendations to stakeholders, especially in fostering more understanding and acceptance of AI tools among those who still feel neutral or dissatisfied.

For the sake of maintaining academic continuity during the Covid19 pandemic that struck the world, particularly in East Timor, all students were required to adopt the distance learning format. Online learning, which allows flexibility in learning, is one of these formats. This study aims to describe how Timorese University students perceive online learning. 190 college students from Instituto Superior Cristal (ISC), East Timor, participated in this study. According to the study's findings, students generally have a favorable perception of online learning.

This descriptive study determined the predictors that influenced the online academic self-concept of 484 computing students. It was shown the participants of this study did not experience technical barriers. However, they perceived they had an intermittent Internet connection. There was almost an equal number of participants in terms of access or lack thereof to a personal physical learning space for online classes. It was revealed they prefer to be assisted by their teachers or their classmates to understand the course content. They perceived online learning as more difficult than the face-to-face mode and they would achieve a lower grade in online learning. They had low perceptions of their abilities for coping with online learning and had a negative interest in it. Pearson correlation analysis showed academic self-concept in terms of abilities and interests had a significant moderate positive relationship with perceived online academic performance. Multiple regression analyses showed personal learning space and year level were consistent predictors of online academic self-concept. Recommendations and implications are offered.