International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Ratko Ivković; Dragan Vučković; Milan Ječmenić; Dolores Ananieva; Miloš Stanković; Martina Petković; Ninoslava Janković

doi:10.23947/2334-8496-2025-13-2-551-562

Authors

Ratko Ivković MB University, Faculty of Business and Law, Belgrade, Serbia https://orcid.org/0000-0002-6557-4553
Dragan Vučković Alfa BK University, Faculty of Information Technology, Belgrade, Serbia https://orcid.org/0000-0003-1620-5601
Milan Ječmenić MB University, Faculty of Business and Law, Belgrade, Serbia https://orcid.org/0009-0003-6109-3490
Dolores Ananieva ASEE Dooel Skopje, North Macedonia https://orcid.org/0009-0007-9651-3669
Miloš Stanković MB University, Faculty of Business and Law, Belgrade, Serbia https://orcid.org/0009-0007-6244-823X
Martina Petković Kosovo and Metohija Academy of Applied Studies, Leposavić, Serbia https://orcid.org/0000-0003-3210-3250
Ninoslava Janković Singidunum University, Faculty of informatics and Computing, Belgrade, Serbia https://orcid.org/0009-0007-6309-4189

DOI:

https://doi.org/10.23947/2334-8496-2025-13-2-551-562

Keywords:

EU AI act, digital education, IT curriculum, contractual obligations, AI literacy

Abstract

The European Union’s Artificial Intelligence Act (EU AI Act), adopted in 2024, and introduced the first comprehensive legal framework for regulating artificial intelligence across sectors, including education. This paper explores the dual implications of the Act—contractual and pedagogical—within the context of digital education, with a particular emphasis on IT curricula. It examines the risks of diminishing foundational knowledge in algorithmic thinking, programming, and system architecture as AI tools become more prevalent in academic settings. The paper analyzes legal obligations arising from the use of AI in education, such as transparency, informed consent, and liability, situating them within the law of obligations and contract law. It argues that AI integration in education, particularly in high-risk domains, requires more than technical compliance: it demands sustainable, ethical, and pedagogically informed implementation. Drawing on EU policies, UNESCO frameworks, and recent academic literature, the paper proposes strategic recommendations to ensure that digital education not only complies with legal standards but also upholds the core mission of higher education—critical thinking, ethical responsibility, and the cultivation of foundational knowledge.

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