Artificial Intelligence (AI) has gradually become an ever-increasing feature of today's society through an ongoing and often nonlinear diffusion of AI-powered applications. Education couldn't be an exception, where we observe utilisation of AI for different purposes, varying from adaptive learning platforms to content creation, translations, virtual tutoring, and enhancement of learning support, among others. In the light of such developments, nevertheless, ethical implications should be revisited. The increasing use of Artificial Intelligence in Education invites commentators to explore practices of responsible use and ethical considerations. For example, transparency, data privacy, protection, bias and fairness are just some of the ethical considerations that need to be addressed at the intersection of AI and education. The current paper explores the relationship of AI and ethics for students in a Cypriot University. The analysis draws on the findings of a survey conducted among students to identify what ethical requirements and considerations are aware of amidst ongoing AI use. A number of important practical implications stem by the findings that may be important for educators and university administrators. Among others, the findings suggest that although students are not very knowledgeable about data privacy and ethical implications, they still have a sense about the importance of protection - something that underlines the role of Higher Education Institutions in training and guiding learners in their AI-powered learning journey.

This study explores students' familiarity, usage patterns, and perceptions of Generative AI (GenAI) tools, focusing on their potential applications in education. Using a structured questionnaire, data were collected from 167 respondents to assess familiarity with AI, GenAI, and specific interfaces such as ChatGPT, Dall-E and Google Gemini. Findings indicate that while most respondents are somewhat familiar with AI and GenAI, familiarity with specific tools varies significantly, with ChatGPT being the most recognized and used. Text-based tools dominate usage, primarily for tasks like explaining concepts, summarizing content, and translation. Challenges encountered include issues with accuracy, ease of use, and instruction specificity. Despite these challenges, respondents identify personalized learning resources, automated grading systems, and virtual tutors as the most valuable educational applications. The study highlights the transformative potential of GenAI in education while underscoring the need for improved tool design and expanded training to optimize its adoption.

Artificial Intelligence (AI), a transformative, multifaceted force is gaining recognition for its potential impact on all aspects of business; its applications can vary, depending on the specific industry and firm. The present study assesses the AI awareness of 4 0 doctoral students attending an international summer school program regarding the value of AI applications in improving business processes, and cost effectiveness. The participants responded to an online survey after the completion of the program. The results indicated that the participants strongly prefer automation, secure and cost-effective processes which they claim lead to improved and increased competitiveness. Although they also value the accuracy and speed of several applications such as ChatGPT and other LLMs, they also expressed concern, about data privacy, security, ethical implications, biases and regulation. In addition, they stated concerns about AI's impact on human dignity and the likelihood of wealth inequality, stating that AI may widen global inequality, exacerbating inequality both between countries and within-countries. Furthermore, one fourth of the participants indicated that what hindered their place of work to implement AI applications was the high initial cost, fear of security risks, loss of jobs contributing to colleagues' unemployment, and lack of AI specialized skills, as they are witnessing an AI skills gap. Moreover, the participants in terms of human communication, commented on AI's capability of absorbing immense amounts of information quickly and efficiently, however, human language, human communication is so unique that it cannot be replicated by any other species; AI has no idea what it is saying or writing, thus leading to loss or dramatic reduction in human communication. They believe that AI in business should serve as a driver for innovation and growth, contributing to decision-making enhancement and its successful integration into various business functions, covering all business transactions. Embracing with caution AI within an innovative organizational culture is of utmost importance for any industry. The findings of the current study underline AI's value and recommend to leverage its benefits. The findings also serve as guides for universities curriculum development and modification to accommodate stated concerns.

The Metaverse technology is an innovation that is expected to have far-reaching effects in many areas of life, including education. It could potentially significantly change the way education is provided, by enabling immersive teaching and learning experiences in both virtual and conventional class environments. A key aspect of its potential adoption concerns the extent to which learners consider it useful and easy to use. This paper aims to contribute to the understanding of Metaverse utilization through a study of students’ opinion in a Cypriot University. The study investigates the level of students’ knowledge about the Metaverse, what educational activities they are interested in engaging in and their perceptions of a Metaverse as a Learning Environment ease of use and usefulness. Results suggest that the majority of students are aware of the term Metaverse but do not know much about working in such a learning environment. Moreover, they are interested mainly in doing experiments that are dangerous in real life, learning languages and using it for 3D simulation. At the same time, they have a relatively positive perception of its usefulness and ease of use.

In the light of increasing digitization, organizations, trade unions, human resource practitioners and other stakeholders need to evaluate the changes brought by technology diffusion on employment. This is because technological transformation is often linked to employment controversies and challenges. Varying from worker-monitoring and loss of privacy, to fewer employment opportunities and replacement of humans by machines, technology is behind some of the tensions appearing today in labor relations and human resource management. Within this framework, the purpose of the paper is to examine how technology students perceive technology-led change, its possible impact on human resources, and whether curriculum should include ethical dimensions to better prepare them for their future career. In other words, does Digital Transformation necessitate a change in education so that students (and future technology graduates) get equipped with the necessary ethical mindset and human resource management skills? Following this line of thought, the current study is conducted at the intersection of digitization, human resource management, and business ethics. The analysis draws on the findings of a survey, conducted among undergraduate and postgraduate technology students in December 2022. A number of important practical implications stem by the findings, which can be linked to existing learning strategies and pedagogy.

Digitization is becoming a prevalent feature of modern workplace. However, while technology changes, it also alters the expectations of the industry in terms of graduates’ knowledge and skills. This change, in turn, necessitates a change in education so that students get equipped with the necessary technology and strategy skills prior to employment. The current paper explores the relationship of technology and strategy in a business school. The analysis draws on the findings of a survey, conducted among students, to identify what technologies students use during lessons, what technologies they are aware of, and what opportunities they get to strategize throughout their learning journey. A number of important practical implications stem by the findings, which can be linked to existing learning strategies and pedagogy.