Teachers' perceptions of AI tool adoption in Serbian schools: Implications for educational management

Abstract

This study examines primary and secondary school teachers' perceptions in the Republic of Serbia regarding the use of artificial intelligence (AI)-based tools in lesson planning and instruction. The aim of the study was to examine teachers' level of knowledge and experience, their evaluation of the usefulness of AI tools, as well as the factors influencing their motivation and frequency of use in educational practice. The research was conducted on a sample of 167 teachers using a survey questionnaire. The results indicate that teachers generally hold positive views about the potential of AI tools, particularly in terms of facilitating teachers' work, improving lesson planning, and supporting the individualization of learning. A statistically significant relationship was found between prior experience with digital tools and the perceived usefulness of AI, as well as between perceived benefits and motivation to use these tools. However, no significant relationship was found between attending training and the frequency of AI tool usage. The findings highlight the need for a more systematic approach to professional development in the field of artificial intelligence applications in education.