Inovativnost a postoje učitelů na 1. stupni ZŠ k využívání generativní umělé inteligence
Innovativeness and Attitudes of Primary School Teachers Towards the Adoption of Generative Artificial Intelligence
Author(s): Petr Gonda, Martina ManěnováSubject(s): Social Sciences, Education, School education, ICT Information and Communications Technologies, Pedagogy
Published by: VERBUM - vydavateľstvo Katolíckej univerzity v Ružomberku
Keywords: Artificial intelligence; Primary education; Teacher attitudes; Diffusion of innovations; Professional development; Generative AI
Summary/Abstract: The rapid integration of Generative AI presents unique challenges for primary education. This study investigates the adoption patterns and attitudes of primary school teachers. A quantitative survey was conducted in the Hradec Králové Region, Czech Republic, with a final analyzed sample of 360 teachers (N=360). The instrument, based on Rogers’ Diffusion of Innovations theory, categorized teachers and measured their experiences with and attitudes toward AI tools. Findings reveal a significant deviation from Rogers’ model, with a high concentration in the ‘Early Majority’ (66.1%) and few ‘Laggards’ (5.8%). A strong positive correlation was found between completing AI-focused training and positive attitudes. Teachers primarily perceive AI as a productivity tool for their own preparation (e.g., ChatGPT, Canva), not as a tool directly for pupils. The data underscores an urgent need for targeted professional development to bridge the gap from viewing AI as a “teacher’s tool” to its effective pedagogical integration.
Journal: Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok
- Issue Year: XXV/2026
- Issue No: 2
- Page Range: 114-125
- Page Count: 12
- Language: Czech
