This study examined practical experiences in film post-production education and the acceptance of artificial intelligence (AI) among students, teachers, and academic administrators. An exploratory sequential mixed-methods design was used. Qualitative data from interviews and open-ended responses informed the development of a four-point Likert-type questionnaire administered to 340 participants. Stakeholder ratings were generally positive for collaboration, independent task completion, timeline management, and narrative-oriented editing, while advanced visual-effects integration received the lowest rating. Participants also reported equipment and software-licensing constraints. Acceptance of AI was generally positive, especially for workflow efficiency and creative enhancement, although ease of learning and loss of creative control remained concerns. The findings support a gradual, project-based approach to AI integration that combines technical training, ethical reflection, faculty development, and improved access to industry-standard resources.

Zuobin Li, Vilma W. Deponio. Assessing the Adoption and Experiences of Artificial Intelligence Technology in Film Post-Production Education. Frontiers in Educational Research (2026), Vol. 9, Issue 8: 96-103. https://doi.org/10.25236/FER.2026.090813.

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