Perceptions of artificial intelligence among gifted primary school students: An analysis from cognitive, emotional, and social perspectives

Artificial intelligence, beyond being a technological innovation in education, is a powerful phenomenon that fundamentally transforms how children perceive and experience the world. This transformation holds particular significance for gifted students who demonstrate cognitive flexibility and high learning potential. The purpose of this study is to examine, in a multidimensional manner, gifted primary school students’ perceptions of artificial intelligence in terms of cognitive, emotional, social, safety-ethical dimensions, as well as its future roles and uses. The study was conducted using a qualitative research design. The participants consisted of a total of 17 primary school students (nine girls and eight boys) enrolled in a Science and Art Center in Türkiye, selected through criterion sampling. Data were collected using a semi-structured interview form consisting of 21 questions prepared across different dimensions related to artificial intelligence and were analyzed through content analysis. The findings indicate that gifted primary school students perceive artificial intelligence as a system designed and programmed by humans that can generate decisions through data, and that their level of cognitive perception includes deeper technical awareness compared to the general student population. The students recognized that artificial intelligence can be concretely applied in various fields such as education, daily life, and scientific research, and they demonstrated conscious evaluations regarding security and ethical dimensions, acknowledging that errors may stem from human sources. Regarding the future, students anticipate that artificial intelligence will assume concrete functions that facilitate daily life, contribute to the development of creative products, and support educational processes. In line with these results, it is recommended that activities supporting gifted students’ cognitive, emotional, social, and safety-ethical awareness, as well as digital ethics topics, be incorporated into educational curricula. Furthermore, considering that students’ perceptions may change over time, it is suggested that long-term studies employing both quantitative and qualitative data be conducted to reveal this change in a more holistic manner.