,
Hana Vavříková
https://doi.org/10.31261/IJREL.2025.11.1.02
The aim of the research study was to examine the subjective feelings of Polish and Czech teachers regarding the introduction of artificial intelligence in school. The partial goal of the research study was to find out whether there is a difference between the views of Czech and Polish teachers on the introduction of the use of artificial intelligence in schools. To achieve the research goal, we decided to use a qualitative research. The semi-structured interview method was used with Czech and Polish primary and secondary school teachers. As part of the research, it was found that Czech teachers fear the advent of artificial intelligence and its use in education, especially that students will “abuse” AI to cheat and plagiarize. This phenomenon was not detected among Polish teachers. They rather perceived artificial intelligence as a help for teachers; respondents from the ranks of Polish teachers already had their first experience with the use of artificial intelligence. Among Czech teachers, there are also those who work with chatbots and perceive them as a tool that helps them reduce their workload and make their work more efficient. Most Czech teachers see the introduction of artificial intelligence in schools as inevitable and realize that their task is to teach pupils to use AI effectively. Also, Polish teachers believe that with the advent of artificial intelligence, the role of the teacher is changing; the teacher is expected to be a guide for the student to learn about the effective use of artificial intelligence. Teachers, both Czech and Polish, are also aware that the teaching system will also have to change with the arrival of AI in schools. Pupils will need to be assigned different types of tasks than before, i.e., ones that AI will not create for them.
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2025
Published: 2020-07-09
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