Thanks to advances in technology and the search for answers to the challenges of the VUCA world, artificial intelligence (AI) is changing the way we live in many areas. In medicine, business, sport, gastronomy and even legislation, there are many examples of the rapid take-up of AI. Education is not excluded from this process. The COVID-19 has accelerated the use of online learning platforms, with more and more higher education institutions putting online learning and support systems at the forefront. Moreover, according to PWC analysis, in 2030, the contribution of AI to the world economy could be $15.7 billion with a 14% GDP growth (2016 base), which is the same as the combined GDP of China and India in 2016. In addition to the economic added value of AI, there is a growing number of studies, research and conferences on the links between AI and education. Some of these focus on intelligent tutoring, the development of personalised learning paths to support personalised learning, the automation of examination systems and part of the teaching work. These professional debates also have implications for the transformation of higher education, in particular with regard to the learning-teaching process. A significant dimension of this process is the examination of the relationship between AI and knowledge transfer, particularly in the light of changing conceptions of knowledge and learning. The increasing role of AI in education brings to the fore the effective transformation of tacit and procedural knowledge, which also puts human factors at the centre.

The fundamental aim of the research project in 2023 at the Budapest Metropolitan University was to provide the university with a reliable knowledge base (content analysis), that can be used in the context of the many questions and half-truths about artificial intelligence and in the light of the many questions and controversies surrounding AI. The main research methods are in short, small group discussions, we asked questions about the topics we are currently teaching students (n100), mainly on ChatGPT and, to a lesser extent, other artificial intelligence-based software and their use of. Then a 21-question survey, online questionnaire focusing specifically on the use of ChatGPT among the students. (n154) Finally, nine semi-structured in-depth interviews were conducted with the management. On the base of the research data, we organized a teachers’ workshop in order to discuss the main findings, recommendations and the next steps.

The results of the small group discussions and questionnaire research among the students are highly different levels of knowledge and experience, as well as the use of generative artificial intelligence generally positive attitudes towards the use of AI tools. Interviews with Budapest Metropolitan University (METU) leaders on the potential of generative artificial intelligence and challenges as a strategic competitiveness issue. A fundamental prerequisite for the successful integration of generative AI in education is the relevant knowledge and skills of the teachers.

Keywords: Artificial intelligence, knowledge transfer, tacit knowledge, procedural knowledge.