The Adoption of Artificial Intelligence Tools in Education: A Case Study of Primary and Secondary School Teachers in Pula, Croatia

Abstract

The integration of Artificial Intelligence (AI) into education offers numerous opportunities to enhance teaching effectiveness, personalize learning, and increase student engagement. Simultaneously, it raises many questions regarding teachers' digital competencies, ethical challenges, institutional readiness, and the general acceptance of AI-based tools. This paper presents the results of a case study conducted among primary and secondary school teachers in the city of Pula, Croatia, with the aim of examining their attitudes, readiness, and perceived challenges concerning the use of AI in teaching practice. \nData were collected through a structured questionnaire that covered digital habits, self-assessed skills, prior experience with AI tools, and the perception of usefulness and potential risks. The research results show that most respondents recognize AI's potential to improve teaching quality, support individualized approaches, and foster student creativity. However, concerns were expressed regarding the accuracy of AI-generated content, the potential reduction in student social interaction, and unresolved ethical issues. The lack of education and clear institutional guidelines was highlighted as a significant barrier to successful implementation.\nThe study contributes to a deeper understanding of teachers' perceptions of AI's role in education and points to the need for a strategic approach to introducing these technologies into the school system.

Keywords: Artificial Intelligence, Teacher attitudes, Educational technology, AI integration, Case study, Croatia

DOI: 10.54941/ahfe1006809