Künstliche Intelligenz aus Sicht katholischer Religionslehrkräfte in Deutschland: Ergebnisse einer Sekundäranalyse zu didaktischen Nutzungsprofilen, professionsbezogenen Orientierungen und religionsethischen Grenzziehungen

Abstract The article presents a focused secondary analysis of the German subsample (n = 102) of a German-Polish online survey on Catholic religious education teachers’ engagement with (generative) AI. It analyses didactic use profiles, professional orientations, and religious-ethical boundary-setting in confessional religious education. The findings reveal a pattern of controlled ambivalence: AI systems are regarded as helpful primarily for planning, structuring, and creating materials, but only to a limited extent for spiritual development, hermeneutical interpretation, and ethical judgment. At the same time, they highlight an increased need to ensure a professionally reflective and responsible use of AI in religious education.