Nominated for the “AI Lithuania” award, VU lecturers G. Strikaitė-Latušinskaja and P. Jurčys take pride in showcasing the university’s innovative spirit. According to them, AI tools open new possibilities for expanding knowledge, fostering critical thinking, empathy, and trust between students and lecturers, and there is no reason to fear that these tools might replace educators.
“As we stand at this important junction of education and AI technology, the pressing question is no longer “Will AI shape learning?” but rather, “How should we shape AI to serve learning?” says Dr. P. Jurčys.
This successful pilot project at Vilnius University sets an example for other institutions, revealing how AI can influence teaching methods, increase student engagement, and raise vital questions about ethics, data privacy, and the integration of new technologies.
“This nomination is significant recognition for both us and Vilnius University. It encourages us to continue creating a modern, personalized, and more accessible learning environment that meets the needs of today’s students. We’re delighted that our efforts have not gone unnoticed and that Vilnius University shares our vision for innovative education. We believe that the future of education is inextricably linked to solutions such as “Paul AI” ir “Goda AI,” which enable personalized, efficient, and innovative learning,” says lecturer G. Strikaitė-Latušinskaja.
According to the lecturers, this is only the beginning. Building on the lessons learned and connections made, Vilnius University will continue applying AI twins to broaden understanding of how AI could be utilized in education. In doing so, VU aims to stay at the forefront of global innovation and demonstrate that AI tools can enrich the learning process and expand human resources and critical thinking.
New Frontiers in Teaching and Learning
During the 2024 spring semester, VU Faculty of Law lecturers G. Strikaitė-Latušinskaja and P. Jurčys took a bold step in higher education. In an effort to open new opportunities for passing on their expertise to students, the lecturers created and integrated their AI knowledge twins—“Goda AI” and “Paul AI”—into lectures and the overall learning process.
Initial results from the project showed that AI twins are highly effective at unlocking and sharing knowledge. Rather than replacing the lecturers, they function as readily available knowledge sources that students can consult at any time. This flexibility allowed students to delve more deeply into complex legal topics at their own pace and review or clarify material outside regular lectures.
Making the lecturers accessible 24 hours a day, seven days a week significantly reduced students’ stress and anxiety levels. By the end of the semester, the students who attended the lectures noted decreased anxiety—thanks to the new and convenient resource that helped them better grasp the lecture material and maintain more control over their studies.
Moreover, this integration boosted student engagement in the learning process and during class discussions. Interestingly, being able to consult the lecturers’ AI counterparts not only did not weaken the connection between students and instructors, but actually strengthened it. Since they could consult with AI twins, students were able to grasp the course material more thoroughly and felt closer to the lecturers. They reported feeling better supported, as they had multiple ways to explore the course content. Classroom discussions also became more in-depth.
One of the most positive surprises of the project was the stronger bond between lecturers and students. Rather than creating a gap or devaluing face-to-face interaction, AI twins led to livelier in-class discussions and piqued interest not only in course topics but also in how AI tools are affecting changes in education. Students felt more comfortable posing questions—especially on complex or subtle topics—to the AI twins, knowing that they could then return to the classroom with more information for deeper discussion. This cycle of sharing enriched the teaching and learning process, encouraging collaboration and collective knowledge building.
One of the key lessons that emerged during the pilot project is that implementing AI learning tools offers the chance to acquire new digital literacy skills, which universities need to teach proactively—just like computer literacy and critical thinking. By learning to use AI tools effectively, students not only improve their digital literacy but also gain self-confidence, which helps them transition into professional life.
“We need to provide students with AI literacy skills,” says Dr. P. Jurčys, “so they can thrive both professionally and personally.”
Nevertheless, the lecturers emphasize that integrating AI should not be seen as abandoning the core principles of education—critical thinking remains essential.
As lecturers G. Strikaitė-Latušinskaja and P. Jurčys note, incorporating AI tools into the curriculum creates opportunities to reconsider what critical thinking means in the age of machine learning: “If AI can handle data analysis or offer quick insights, the human mind can focus on more complex problem-solving, ethical questions, and interpretation. Lecturers have a key role in encouraging independent thinking among students. They need to help students ask the right questions, critically evaluate assumptions, and assess the results AI provides—extremely important skills in an era when algorithms increasingly shape decision-making.”
