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Artificial intelligence (AI) is advancing extremely rapidly, and the ways of its use and application are becoming extremely diverse. It is obvious that AI is becoming one of the main drivers of productivity and competitive advantage, including in education. It follows that a common understanding of the whole community is necessary of the fundamentals of AI, that is, how it works and what are its main capabilities and limitations when applying and/or using tools based on it. The need to review educational priorities, the content of teaching/studies, invest in teaching/studies infrastructure, and teacher qualifications is simply necessary. AI provides a lot of possibilities in the education sector, and future teachers, having learned how to use these tools, will be able to teach their students more effectively and creatively. Therefore, it is important to know future preschool and primary school teachers’ position in the field of AI. In the months of March–April 2024, an informative-descriptive study was conducted, in which 112 university students, future teachers, took part. The study did not seek to prove any causal relationships between the variables, but simply to assess the situation with respect to the characteristics of interest. Research data were collected using a written survey (questionnaire). The analysis of the collected data was carried out using the main measures of descriptive statistics. It has been established that students’ familiarity with AI is moderate, and their interest in professional development about the use of AI for teaching/learning is very high. Students adequately assess their understanding/competencies in the field of AI technologies; however, they do not perceive a significant AI impact on personal academic performance. Ethical aspects are considered to be the most important in the field of AI, while the application of AI in the organization of lessons is not considered to be a very important area. Critical thinking has been found to be best developed using AI, while logical thinking, creativity, and problem-solving are least developed. It is important to implement AI in education carefully and to accurately assess its impact to maximally use its benefits and minimize negative effects.

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Pre-service Preschool and Primary School Teachers’ Position on Artificial Intelligence

  • 会议论文

  • 发表日期：

    2025年

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  • Vincentas Lamanauskas,
  • Rita Makarskaitė-Petkevičienė

摘要

Artificial intelligence (AI) is advancing extremely rapidly, and the ways of its use and application are becoming extremely diverse. It is obvious that AI is becoming one of the main drivers of productivity and competitive advantage, including in education. It follows that a common understanding of the whole community is necessary of the fundamentals of AI, that is, how it works and what are its main capabilities and limitations when applying and/or using tools based on it. The need to review educational priorities, the content of teaching/studies, invest in teaching/studies infrastructure, and teacher qualifications is simply necessary. AI provides a lot of possibilities in the education sector, and future teachers, having learned how to use these tools, will be able to teach their students more effectively and creatively. Therefore, it is important to know future preschool and primary school teachers’ position in the field of AI. In the months of March–April 2024, an informative-descriptive study was conducted, in which 112 university students, future teachers, took part. The study did not seek to prove any causal relationships between the variables, but simply to assess the situation with respect to the characteristics of interest. Research data were collected using a written survey (questionnaire). The analysis of the collected data was carried out using the main measures of descriptive statistics. It has been established that students’ familiarity with AI is moderate, and their interest in professional development about the use of AI for teaching/learning is very high. Students adequately assess their understanding/competencies in the field of AI technologies; however, they do not perceive a significant AI impact on personal academic performance. Ethical aspects are considered to be the most important in the field of AI, while the application of AI in the organization of lessons is not considered to be a very important area. Critical thinking has been found to be best developed using AI, while logical thinking, creativity, and problem-solving are least developed. It is important to implement AI in education carefully and to accurately assess its impact to maximally use its benefits and minimize negative effects.