<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Saša A. Horvat</style></author><author><style face="normal" font="default" size="100%">Valentina Periškić</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ARTIFICIAL INTELLIGENCE IN CHEMISTRY EDUCATION: OPPORTUNITIES, CHALLENGES, AND FUTURE DIRECTIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">AI tools</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">technology supports</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June 2026</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The rapid development of artificial intelligence (AI) has become one of the most significant technological transformations of the 21st century. In recent years, AI-powered tools have increasingly entered educational environments, influencing how knowledge is accessed, processed, and communicated. 
The future of chemistry education may therefore depend less on the capabilities of AI itself and more on educators’ ability to design learning environments in which technology supports, rather than substitutes, meaningful scientific inquiry in ways that promote understanding, curiosity, scientific literacy, and lifelong learning. From this perspective, the role of teachers becomes even more important rather than less significant. AI cannot replace the pedagogical expertise, ethical judgment, and professional experience required to support meaningful learning. Instead, it should be viewed as a complementary tool that enhances educational practice while leaving essential educational decisions in human hands. Teachers remain responsible for ensuring scientific accuracy, promoting critical thinking, fostering student motivation, and creating safe learning environments.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">378-381</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Paul Stefan Popescu</style></author><author><style face="normal" font="default" size="100%">Marian Cristian Mihaescu</style></author><author><style face="normal" font="default" size="100%">Costin   Pribeanu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MAIN DRIVERS OF CHATGPT ADOPTION BY ROMANIAN COMPUTER SCIENCE STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">AI tools</style></keyword><keyword><style  face="normal" font="default" size="100%">ChatGPT</style></keyword><keyword><style  face="normal" font="default" size="100%">computer science</style></keyword><keyword><style  face="normal" font="default" size="100%">TAM</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/457-1789647910.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The use of artificial intelligence technologies in education has huge potential to improve teaching and learning by providing personalised learning experiences, on-demand academic support, and automated feedback. The emergence of generative artificial intelligence has introduced a new category of educational technology that is changing how students search for information, solve problems, and engage with course materials. This transformation is especially relevant for computer science students, who can benefit from using AI tools not only for learning but also for programming. The purpose of this research was to investigate the main drivers influencing the adoption of the ChatGPT tool among Romanian students enrolled in a computer science educational program. An extended technology acceptance model (TAM) that includes output quality and perceived impact as external variables has been specified and tested with a sample of 165 university students. The results show that perceived enjoyment and perceived usefulness have the strongest direct influence on the behavioural intention to use ChatGPT. The influence of perceived ease of use on perceived usefulness and behavioural intention was not significant, suggesting that it is not a relevant variable for computer science students. Another finding is that taking into consideration indirect effects, perceived impact of AI tools on education and future professions, and perceived enjoyment emerge as equally important for the adoption of ChatGPT.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">646-661</style></section></record></records></xml>