PRE-SERVICE PRESCHOOL AND PRIMARY SCHOOL TEACHERS’ POSITION ON ARTIFICIAL INTELLIGENCE: ASPECTS OF BENEFITS AND IMPACT IN THE FUTURE

The analysis of pre-service teachers’ position on the application of artificial intelligence (AI) in education is relevant to better understand their readiness and needs in the technology integration process. Their attitude towards the application of artificial intelligence (AI) in education is quite diverse, reflecting both optimism and caution. A qualitative informative-descriptive study was conducted, using interpretative-quantitative content analysis, in which the respondents’ answers were coded, the main meaningful units were identified, which were then grouped into categories. The frequencies of meaningful units, subcategories and categories were also analysed. A qualitative study conducted in 2024 revealed three main categories of AI benefits: teaching efficiency and individualisation, technology integration and digital education, teacher support, and process optimisation. Particular emphasis is given on personalised teaching, adaptive learning, support for special needs, and interactive learning, which increases student motivation. In addition, AI is seen as a significant tool for developing students’ digital skills and ensuring effective information management. Discussing future perspectives, research participants pointed out both positive and negative aspects. Many see positive effects of AI in reducing teachers’ workload, improving students’ individual learning experiences, and developing new innovative learning methods. Nevertheless, the concern about possible negative effects is also noticed, such as weakening critical thinking, literacy and memory, ethical problems, e.g., the risk of fraud, and possible social consequences. AI is perceived as an auxiliary tool which requires careful and balanced application. There remains a need to further analyse the long-term impact of AI on teaching processes and competence development. Keywords: artificial intelligence (AI), informative-descriptive study, pre-service preschool teachers, pre-service primary school teachers, qualitative research