Understanding Attitudes Toward AI in Education: The Perspective of Distance Education Students

Daniel Otto*, European University for Innovation and Perspective
Verena Assenmacher, Hamburger Fern-Hochschule
Ronald Deckert, Hamburger Fern-Hochschule

https://doi.org/10.9743/JEO.2026.23.1.11

Abstract

This study examines the attitudes of distance education students toward AI integration in teaching and learning and is grounded in a multidimensional theoretical framework. It explores cognitive, affective, behavioral, and ethical dimensions as well as the dimension of actual usage by surveying students from two distance-learning universities. Findings reveal enthusiasm for AI’s potential despite moderate self-reported competence and limited prior use. Exploratory factor analysis supports the five-dimensional structure, while regression analyses show no significant effects of gender, age, or study year. The results suggest that AI literacy, ethical awareness, and structured training opportunities may be key to fostering engagement. Recommendations include inclusive training for both students and faculty.

Keywords: distance education, attitudes, higher education, artificial intelligence, AI literacy

*Corresponding author: daniel.otto@ehip.eu