THE IMPACT OF UNIVERSITY TEACHERS COGNITIVE-EMOTIONAL POSTURE ON THE TEACHING/LEARNING PROCESS AND STUDENTS' USE OF ARTIFICIAL INTELLIGENCE. AN EXPLORATORY RESEARCH

An exploratory research aimed at detecting, through students' voices, what impact the cognitive-emotional posture of the university teacher has on the role of emotions arising in the teaching/learning process. Through the administration of a questionnaire, it is intended to answer the questions of the research problem: What weight can the cognitive-emotional posture of the university teacher have in doing teaching and assessment? What is the impact on learning motivation in students? For the purpose of study, exam or thesis preparation, can it become an expedient that leads students to use AI? While the sample is not representative, the intention is to explore the impact of the teaching process on learning motivation and thus on how it changes or can change teaching and assessment in university settings with respect to the cognitive-emotional posture of the teacher.