The Attitudes of K–12 Schools’ Teachers in Serbia towards the Potential of Artificial Intelligence

Abstract

Similar to so many other aspects of modern life, education is gradually being automated by technological means. The software, apps, systems, platforms, and digital devices that permeate modern education are inextricably linked to these automated processes. One of the primary goals of automation has always been to improve quality and efficiency by reducing the number of human repetitive tasks based on machine learning (ML) algorithms and applications that facilitate the automation of decision-making of artificial intelligence (AI). Thus, computers and robots are predictable and do exactly what they are programmed to do. It is impossible for a computer’s memory or processing power to become “tired” because machines never rest, and now some activities can be automated, thanks to advances in artificial intelligence. Schools nowadays have software that analyses data and makes decisions based on the data rather than relying solely on human analysts regarding repetitive administrative tasks. The exploratory research within the K–12 group of teachers from LINK Educational Alliance from Serbia was performed on 109 persons to identify the genuine knowledge about AI and the potential for automatisation of work processes. Based on the teachers’ opinions regarding opportunities brought about by AI in K–12 schools, we analysed their implications in implementing AI in the educational process in K–12 education.

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“…Previous studies emphasize the significance of gaining insights into teachers’ viewpoints regarding implementing emerging technologies ( Qahl & Sohaib, 2023 ), as exemplified by extended reality ( Kaplan-Rakowski et al, 2023 ) and virtual reality ( Kaplan-Rakowski, Dhimolea & Khukalenko, 2023 ). However, general artificial intelligence (GAI) integration has received limited attention in the literature, with a few exceptions ( Kuleto et al, 2022 ). Despite the increasing popularity and accessibility of GAI tools, which could be attributed to their relatively recent emergence, there remains a dearth of knowledge concerning teachers’ perceptions of integrating GAI, such as Chat GPT, into educational settings ( Celik et al, 2022 ; Wang, Liu & Tu, 2021 ).…”

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“…While educators perceive the long-term viability of AI in ECE settings, they also emphasise the need for responsible and ethical use of AI. They stress the importance of balancing AI technologies and human interaction, play-based learning, and social-emotional development (Kuleto et al, 2022). Educators believe that integrating AI thoughtfully and purposefully can become a valuable resource that enhances, rather than replaces, the role of educators in ECE settings (Devi et al, 2022).…”