ABSTRACT
Artificial intelligence (AI) is increasingly shaping the semantic, perceptual, and creative environments of young people, particularly in response to emerging challenges in the labour market. This is also true for higher education in communication disciplines, which have been especially affected by the rapid emergence and widespread adoption of generative tools. Alongside its practical potential, AI introduces significant risks, particularly in the domain of media manipulation, including AI-generated images and deepfake videos, which challenge established notions of authenticity and credibility. The aim of this study is to understand how Central European university students in communication fields perceive issues related to AI in the context of their studies, particularly with regard to its relevance to their field, the development of their professional competencies and creative skills, and their perception of threats resulting from AI-generated manipulative content. The study applies a mixed-methods research design. Quantitative data were collected through a questionnaire measuring students’ perspectives on AI-related topics within their education. The instrument also includes a qualitative component that allows students to express their thoughts and opinions on the topic. Our research suggests that the issue of AI in higher education within communication and creative disciplines in the Central European region appears to be established, yet still insufficiently formalized at present, with relatively significant differences observed between countries. We also found that students’ ideas about what teaching should focus on can be grouped into three research frameworks: a skills-based, a system-analytical, and a critical-normative framework.
KEY WORDS
AI Literacy. Artificial Intelligence. Communication Studies. University Education. University Students.
DOI
https://doi.org/10.34135/mlar-26-01-14
Artificial Intelligence in Communication Studies Education: Central European Perspectives © 2026 by Peter Mikuláš,
Jana Mužíková, Iwona Leonowicz-Bukała, UCM Trnava is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license.