In this paper, we investigate how those who have not used artificial intelligence (AI) in school experience AI implementation and questions. The more AI is used in education, the more it is vital to ensure responsible and ethical AI use from the perspective of non-users. The research uses a cross-sectional survey design and a formalized questionnaire to collect awareness, views, and concerns regarding AI in education. Participants were recruited via convenience sampling, self-identified as non-users of AI in education. Quantitative data was analyzed with descriptive statistics and regression analysis methods (e.g., Excel) and qualitative responses were thematically analyzed. These results show that non-users vary widely in awareness, perceptions, and concerns—giving a better understanding of the challenges to AI adoption in schools and determining how to manage privacy concerns and build trust. With this research gap bridging and empiricist proof, this research will be used to inform the AI in education literature in general and to drive the choices of teachers, policymakers, and developers. The research, at the end of the day, focuses on ethical and inclusive AI adoption in education to maximize the opportunity for benefit and reduce risk from AI.