Benefits and Challenges of AI in Higher Distance Education: Students’ Perceptions and Practices in Hellenic Open University (HOU)

Abstract

This study explores postgraduate students' perceptions and practices regarding Artificial Intelligence (AI) tools in distance education at the Hellenic Open University (HOU). Conducted over two academic years (2023--24 and 2024--25), it examines students' familiarity with AI, perceived benefits and challenges, and opinions on ethical integration. Quantitative data were gathered via an online questionnaire from a sample of 373 students enrolled in two M.Sc. programmes. Results show that although students are somewhat familiar with AI, actual usage remains limited, mainly due to a lack of necessity, inadequate training, and institutional support. Those who use AI report benefits in research efficiency, time management, and feedback. However, concerns about reliability, academic integrity, and ethical ambiguity remain. Students strongly support establishing a regulatory framework, providing training for both students and educators, and modifying curricula to promote responsible use. The study underlines the importance of institutional preparedness and critical digital literacy as key factors for effective AI integration. Implications for educational practice, policy development, and future research are discussed, emphasising the need for a balanced, ethical, and pedagogically sound approach to AI in distance learning.