The use of artificial intelligence by academic teachers in Poland

Abstract

The study examines the attitudes of Polish academic teachers toward the use of artificial intelligence in teaching and research, with particular emphasis on their experiences, perceived benefits and concerns. The research was based on a quantitative survey conducted in the first half of 2025 using an online questionnaire distributed to public and private universities in Poland. A total of 560 academic teachers participated in the study. The survey explored the scope of AI use in teaching and research, self-assessed competences, perceived advantages and risks, willingness to participate in training, and opinions on institutional regulations concerning AI. Most respondents declared experience with AI in teaching rather then research, with younger academics being more likely to use such tools. AI was mainly used for creating teaching materials, searching literature, translating texts, editing content, and preparing tests. Respondents identified time savings, reduced language barriers, and support for creativity as the main benefits of AI. Non-users most often pointed to lack of need, distrust of generated content and ethical concerns. Most respondents had not participated in formal AI training, although expressed willingness to attend such courses. The findings suggest that AI is becoming an increasingly important element of academic work in Poland, particularly as a tool supporting repetitive and time-consuming tasks. However, its broader implementation remains limited by insufficient competences, ethical concerns, legal uncertainties, and distrust of AI-generated content.