In the present days, there is a rapidly growing interest in the use of digital technology in general and artificial intelligence (AI) in particular. The Council of Europe has committed to promoting an understanding of the multifaceted relationship between AI and education, guided by the principles of human rights, democracy and inclusivity that define its mission [1]. In order to keep a balance between the AI use in education and human rights values, the Commission published Ethical Guidelines on the Use of AI and data in teaching and learning for teachers as part of the Digital Education Action Plan (2021-2027) [2]. This means that with the rapidly growing amount of digital data there is a need to be able to exploit the full potential of AI as well as act positively, critically and ethically. In particular, medical sciences and education as such provide multiple topics and areas with the possibility of specific use of AI [3]. The integration of AI in the teaching and learning of foreign languages for specific purposes at the tertiary level presents both significant benefits and considerable risks. AI-driven tools, such as language-learning applications, intelligent training systems, and conversational agents, can enhance language proficiency through personalized learning experiences, immediate feedback, and contextual practice relevant to medical terminology and patient interactions. These advantages can contribute to improved communication skills, which are critical in the healthcare profession where multilingual skills support better patient care. The present study shows empirical findings resulting from a questionnaire distributed to thirty medical students learning German for Medical Purposes (GMP). The questionnaire revealed that the students would like to use resources other than textbooks in the classroom, with writing, communication and digital literacy being the greatest benefits of AI. When learning German for specific purposes, they use AI to translate texts, create sentences or check the sentences they have produced, as well as to compare and explain grammar rules and German language exceptions. They do not consider the use of AI challenging, but valuable and supportive of their academic performance. Thus, the present study can contribute to further research and development of modern teaching materials combining traditional education and the use of AI with a special focus on students’ needs.

Keywords: Artificial intelligence, German for Medical Purposes, education at tertiary level, communication, teaching materials.