| Abstract [eng] |
The penetration of artificial intelligence (AI) and related tools into the field of education is deepening. This is especially relevant in the process of university studies. It is clear that integrating AI tools into the study process significantly changes the study practice itself. On the one hand, AI offers wide-ranging application possibilities; on the other hand, it poses many challenges. First, the question arises about the appropriate use of AI. However, it is practically impossible to define the boundaries of appropriate use. Many higher education institutions have rushed to prepare recommendations for students on the appropriate use of artificial intelligence during their studies. The essential motive for such recommendations is to ensure compliance with the legal norms of academic ethics and authorship. On the other hand, in certain aspects, the use of AI in the study process is limited and, probably, should be limited. This alone shows that this area is becoming extremely relevant, significant, and at the same time complex. Thus, the aim of the study was to analyze the position of pre-service preschool and primary school teachers in their studies of AI use. The statements formulated in the research instrument included perceived usefulness of AI, ease of use, intention to apply AI in the future, and assessments of understanding, limitations, and ethical consequences of AI. The study was conducted from October to December 2025. The study sample consisted of 96 pre-service teachers from two Lithuanian universities. To collect data, a questionnaire was prepared and administered to students to assess their understanding of artificial intelligence and their involvement in the use of AI in everyday life, studies, and future professional activities. Respondents assessed the statements on a structured 5-point interval Likert scale from “strongly disagree” to “strongly agree”. The study showed that pre-service preschool and primary school teachers generally view the use of AI tools favorably in the study process. In addition, AI is perceived not only in the context of studies but also in the context of future pedagogical activities. Pre-service teachers consider AI to be part of the pedagogical work environment, but not an alternative to the teacher. On the other hand, respondents understand the principles, benefits, and potential limitations of AI but still do not consider it particularly reliable. Students trust AI more where its functions are visible and easily verified. Respondents positively assess the benefits of AI, its significance for future professional activities, and their readiness to apply it, but remain cautious about AI's reliability and the need for intensive use. This allows us to state that AI is perceived by pre-service teachers primarily as an auxiliary tool that complements professional work, rather than an autonomous replacement for the teacher. |
