New Perspectives in Science Education

The integration of artificial intelligence (AI) into everyday life is rapidly increasing and significantly impacts all age groups, including younger school-age children [1] [2]. But how do children understand AI? Do they grasp this complex and abstract concept? Research shows that children often have only a vague idea of what AI is.This study, conducted in the Czech Republic, explores the influence and use of AI technologies among children aged 9 to 12. Data were collected through focus groups with 50 children, a pilot questionnaire completed by 100 pupils, and a large-scale survey distributed to 5th-grade students across Czech primary schools in May 2024, with 2,209 respondents. The research investigated whether children were familiar with the term AI, where they first heard about it, how they encounter it in their daily lives, and in which areas of human activity they believe AI is already used. It also examined their definitions and understanding of AI, common misconceptions, and whether they know how AI works, why it is used, and who creates it.Preliminary results show that 88.8% of respondents were aware of AI, with 71% citing the internet as their primary source of information. About 63.1% believe AI can make mistakes, and 76.3% consider it potentially dangerous. The material is supplemented by the results of qualitative research from 2025, which was subsequently conducted at five schools in the Czech Republic through focus groups and interviews with students, where we focused on the following questions: Why do Czech children express greater concern about AI compared to those abroad? What factors influence their fears? What information have they received at school about how AI works, its uses, and safety risks? What circumstances led them to start engaging with the topic? The findings contribute to shaping meaningful AI education for this age group, offering insight into their perceptions and understanding. They can support the responsible implementation of AI education and use it in primary schools.

 

Keywords: artificial intelligence; younger school-age children; educational technology; cognitive development; digital divide AI ethics in education

 

REFERENCES

 

[1] Heeg, D.M., Avraamidou, L. Young children’s understanding of AI. Educ Inf Technol 30, 10207–10230 (2025). https://doi.org/10.1007/s10639-024-13169-x

[2] Sonenberg, L., & Walsh, T. (2021, October 10). Artificial intelligence is now part of our everyday lives – and its growing power is a double-edged sword. The Conversation. Retrieved from https://theconversation.com/artificial-intelligence-is-now-part-of-our-everyday-lives-and-its-growing-power-is-a-double-edged-sword-169449.