Штучний інтелект у вищій освіті: стратегічне бачення та моделі впровадження в Україні та ЄC

This article examines how artificial intelligence (AI) is conceptualised and framed in the policy documents of the European Union and Ukraine, with a focus on its use in higher education. It investigates how strategic visions, ethical considerations, and regulatory mechanisms influence the implementation of AI tools at the university level. Methodology. The study is based on comparative policy analysis and qualitative document review. It draws on official texts published between 2020 and 2025, including the EU’s Digital Education Action Plan, the draft Artificial Intelligence Act, the DigCompEdu framework, Ukraine’s Concept of Digital Transformation, and the national recommendations on AI in education issued in 2024 and 2025. The analysis identifies recurring themes, priorities, and conceptual differences between the EU and Ukrainian approaches to AI in higher education. Results. The findings show a significant divergence in how AI is addressed in the two policy contexts. EU documents define AI as a high-risk technology, accompanied by ethical safeguards, legal procedures, and professional training frameworks. Ukrainian policy texts refer to AI more generally and often lack definitions, implementation tools, or institutional guidelines. While the 2025 national recommendations in Ukraine represent a step toward clearer institutional responsibilities, practical mechanisms for enforcement remain limited. The article highlights a gap between declared priorities and actual policy readiness. Conclusions. The analysis shows that while key policy documents in Ukraine increasingly refer to artificial intelligence, the institutional mechanisms required for its integration into university practice remain underdeveloped. The comparison with EU approaches makes it clear that without more specific procedures and sustained support, the use of AI in higher education will likely remain uneven and largely dependent on local initiative.