Integrating generative artificial intelligence in education: perspectives of in-service and pre-service educators in the Belgrade metropolitan area

Abstract

This study examined the perceptions of in-service and pre-service educators regarding the opportunities and challenges associated with the integration of generative artificial intelligence (GAI) in education. A cross-sectional survey was conducted with a diverse sample of 797 participants (20.8% men, 79.2% women) from the Belgrade metropolitan area, Serbia, including preschool and school teachers, university professors, and pre-service educators (students enrolled in faculties of education). An author-developed questionnaire was used to assess reported use of GAI tools, perceived contributions to teaching and learning, ethical considerations, and professional readiness. While 39% of participants reported using GAI tools, the majority reported no use of specific GAI tools in their educational practice. The highest-rated aspect of GAI concerned the need for clearly defined ethical guidelines, whereas perceived relevance for supporting students socio-emotional development and critical thinking was comparatively low. Overall perceptions of GAI across the domains covered by the questionnaire were moderate (M = 2.97), reflecting cautious openness among in-service and pre-service educators. Perceptions varied significantly across socio-demographic characteristics, with more favorable evaluations reported by participants with fewer than 10 years of professional experience and by university-based educators and students. The findings highlight the central role of ethical governance and professional readiness in shaping in-service and pre-service educators’ evaluations of GAI and point to the importance of targeted professional development and institutional support for context-appropriate integration of GAI in educational practice.