Digitalisation and artificial intelligence (AI) are no longer a matter of choice, but key strategic priorities for every modern organisation, especially higher education institutions that co-create knowledge and develop the competences of the future.
At our faculty, we are fully aware of our role, responsibility and unique position: being among the best means thinking ahead, acting systematically and investing in people.
Artificial intelligence in higher education is no longer a question of the future, but a reality of the present. Higher education institutions are therefore increasingly faced with the challenge of how to integrate AI into the study process in a meaningful, responsible and pedagogically grounded way, without compromising fundamental academic values: critical thinking, the autonomy of lecturers and students, and the quality of knowledge.
DOBA University of Applied Sciences, as a leading institution in the field of online education, continues to develop its unique pedagogical model, based on the continuous development and quality of online study, excellent student support, and the innovative use of digital tools and AI both in the pedagogical process and in business processes.
At DOBA University of Applied Sciences, we do not treat artificial intelligence as an isolated technological innovation or a short-term trend. Its implementation is part of the faculty’s broader development strategy, which is based on high-quality online study, international comparability and close links with the economy. We understand AI as a tool that supports learning, enhances learning experiences, enables a more personalised and efficient study process, and increases the efficiency of business processes, rather than as a substitute for pedagogical judgement or students’ independent thinking.
We have approached the introduction of digitalisation and artificial intelligence thoughtfully and responsibly by establishing a system of ongoing development projects led by faculty staff. These projects have clearly defined objectives, timelines and responsibilities, and focus on key areas of operation, such as the digitalisation and automation of selected administrative and support processes, strengthening research and development activities, enhancing the student experience through the development of personalised learning pathways supported by artificial intelligence, redefining online mentoring through the introduction of an AI tutor, and the comprehensive planning and optimisation of the pedagogical process. Higher education lecturers and professional staff are systematically involved in these projects, enabling broad co-creation of development directions, strengthening accountability for implementing change, and contributing to a long-term aligned and shared vision of development.
In developing the study process, we are guided by the belief that technology must support learning, not replace it. Our guidelines are based on the thoughtful use of digital tools and AI, enabling lecturers to dedicate more time to high-quality pedagogical work, and providing students with a clearer study structure, continuous feedback and greater active engagement. We place particular emphasis on the development of online education, strengthening the role of the lecturer as a mentor and learning facilitator, and modern methods of knowledge assessment that encourage understanding, critical thinking and the practical application of knowledge. The study process is thus becoming more flexible, transparent and student-centred, while maintaining academic quality and professional standards.
An important part of the DOBA’ s approach is also the research dimension of implementing artificial intelligence. The faculty is preparing a study on the impact of AI use in online study, with a focus on students’ perceptions and experiences, as well as the development of digital and metacognitive competences.
The results of the study will provide a basis for scientific publications and further development of pedagogical practices, while also contributing to the broader discussion on the role of artificial intelligence in higher education.
We are aware that digital transformation is not primarily a technological process, but an organisational and cultural one. Success depends on the willingness of staff to embrace change, learning and collaboration. Our goal is to strengthen awareness that digitalisation and AI contribute to more efficient work, greater process transparency and a modern study environment that supports high-quality learning and teaching.
As we believe that people are the foundation of successful performance, we are already implementing and will continue implementing targeted training for lecturers and staff. We understand digital transformation as an continuous process that requires continuous upgrading of knowledge, the exchange of good practice and open dialogue. Only in this way can new solutions be effectively implemented in practice and create real added value for students and lecturers.
DOBA University of Applied Sciences is aware of its uniqueness and responsibility to set an example of good practice. With a clear strategy, solid foundations and a focus on people, we are building an environment in which digitalisation and AI are not ends in themselves, but tools for a high-quality, effective and modern study process, as well as modern business operations and support.
In doing so, DOBA University of Applied Sciences strengthens its role as an innovative, internationally oriented higher education institution that understands artificial intelligence as a means of enhancing the quality of education and social responsibility – today and in the future.
