Artificial intelligence (AI) is playing an increasingly important role in education, especially in the learning habits of younger generations. Our research aims to explore the extent to which teachers in technical secondary and higher education can integrate AI into their pedagogical practice. 125 teachers participated in a quantitative questionnaire survey. Most respondents consciously use AI tools, 59% monitor their results, but only 5% address the risks in more depth. The most common problem is the “hallucination” of AI. Developing critical thinking is key to evaluating AI content. We also looked at generational differences and cross-disciplinary differences in AI use. Educators are open to technological advances and continuing education. The research highlights the opportunities and challenges of integrating AI into education, and the adaptability of the educator community.