DIFFERENCES IN THE USE OF ARTIFICIAL INTELLIGENCE BETWEEN CZECH AND POLISH STUDENTS: A COMPARATIVE STUDY OF APPROACHES, ATTITUDES, AND EXPERIENCES
DIFFERENCES IN THE USE OF ARTIFICIAL INTELLIGENCE BETWEEN CZECH AND POLISH STUDENTS: A COMPARATIVE STUDY OF APPROACHES, ATTITUDES, AND EXPERIENCES

Summary/Abstract: Introduction: The increasing presence of artificial intelligence (AI) in education and daily life has created new opportunities and challenges for students. Despite growing interest, little is known about how middle and high school students in different countries use AI academically and personally. This study addresses this gap by examining the extent, purposes, and perceptions of AI use among Czech and Polish students, highlighting cross-national differences and the need for educational strategies that support ethical and effective AI engagement. Research Aim: The aim of this quantitative study was to compare how students in grades 5–8 in Poland, grades 6–9 in the Czech Republic, and high school students (aged 11 to 19) use AI in both academic and personal contexts. Method: The research was conducted through a questionnaire survey in May and June 2025, with 335 respondents (171 from the Czech Republic and 164 from Poland). Results: Czech students used AI more frequently and intensively for educational purposes than their Polish peers. Significant differences were found in usage frequency, purposes, sharing AI-generated outputs with classmates, feelings of guilt related to AI use in studying, and perceptions of AI as a supportive educational tool. Polish students tended to be more cautious, using AI only when necessary. Chi-square tests confirmed several statistically significant differences between the groups. Conclusions: The findings highlight the importance of systematically integrating AI into school curricula and emphasizing ethical AI use, critical thinking, and awareness of artificial intelligence in both countries.

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