CULTURAL IMPLICATIONS OF USING AI IN EDUCATION: THE UKRAINIAN TERTIARY EDUCATION CONTEXT

Abstract

This study examines how AI educational tools function within Ukrainian higher education, focusing on their cultural and linguistic sensitivity and their perceived inclusivity among students and educators. The research indicates both the functional utility of AI technologies and growing awareness of their cultural limitations. Participants valued AI’s contribution to academic productivity but expressed discomfort with cultural misalignment and limited Ukrainian-language functionality. Faculty members expressed concern about Western-centric epistemologies embedded in AI platforms, questioning inclusivity, fairness, and cultural representation in the educational process. The study contributes to international discourse on AI and education by emphasizing ethical, localized, and culturally responsive design. Recommendations for Ukrainian universities and policymakers include developing institutional strategies and standards to ensure that AI implementation strengthens, rather than erodes, cultural identity. The findings have broader implications for other non-Western contexts undergoing digital transformation, underscoring the collective responsibility of academia, policymakers, and developers in building culturally equitable AI ecosystems in higher education. Keywords: Artificial intelligence, higher education, cultural sensitivity, Ukraine, educational technology, localization