The Relationship Between Teacher Experience and Higher Education Teachers’ ICT and AI Use: Case of Ukraine

Abstract

The integration of artificial intelligence (AI) and information and communication technology (ICT) into education is reshaping pedagogical practices and challenging conventional teaching paradigms amid the world’s rapid digitization. This study examines how sociodemographic characteristics, particularly prior teaching experience, are associated with Ukrainian university educators’ use of ICT and AI. The study provides insights into how crises impact digital adoption by looking at educators’ responses throughout three instructional phases: face-to-face education, wartime, and predicted post-war practice. Teaching experience was positively associated with both long-term adoption goals and the frequency of ICT use, although the identified relationships were weak. At the same time, additional research is needed to confirm such conclusions regarding AI.

These findings highlight the significance of contextual factors, including digital infrastructure, institutional support, and professional development, in influencing educators’ use of technological innovation and are consistent with larger trends in the literature. In addition to providing insightful information on resilience, adaptability, and the changing role of digital pedagogy in times of systemic upheaval, the study offers important empirical evidence from a high-stakes educational setting.