This article investigates artificial intelligence (AI) implementation in higher education (HE) from experts' perspectives. It emphasises the view of AI's involvement in administrative activities in higher education, experts' opinions concerning the influence of the incorporation of AI on learning and teaching, and experts' views on applying AI specifically to assessment, academic integrity, and ethical considerations. The study used a qualitative method based on an unstructured qualitative interview with open-ended questions. The participants were thirteen individuals currently involved with higher education institutions and had various talents related to AI and education. Findings stress that implementing AI technology in administrative roles within higher education institutions is essential since it cuts costs, addresses problems efficiently and effectively, and saves time. The findings also revealed that AI plays a vital role in learning and teaching by speeding up the learning process, engaging learners and tutors, and personalising learning depending on the learner's needs within an entirely intelligent environment. AI can produce an accurate, objective, and suitable level of assessment. AI aids students in developing a stronger sense of integrity in their academic work by guiding them through AI-powered applications. AI must adhere to ethical laws and policies, ensuring its potential negative aspects are not overlooked or left unchecked.

eTwinning is a community of European schools that promotes networking and transnational collaboration projects. Therefore, as part of the Initial Teacher Education (ITE) initiative, we decided to explore how the research projects on scientific topics familiarize pre-service primary school teachers with eTwinning. 251 pre-service primary school teachers from Spain, Iceland, and Slovenia designed and carried out joint research projects on scientific topics. The aim was to gain insight into their self-assessment of their knowledge of the platform, the limitations of working with it, and their responses. An electronic questionnaire was used as the main instrument for data collection. It turned out that the pre-service teachers enjoyed this international collaboration, but also found it challenging. By the end of the projects, they were familiar with the eTwinning platform, although the least engaged prospective teachers recognized that they needed strong support and considered the platform a non-intuitive environment. Overall, they were willing to use the platform with pupils in the future, which is in line with the aim of the ITE initiative.