Keywords
preschool
primary school
teacher perspectives
teacher practices
How to Cite
Abstract
Generative artificial intelligence (AI) is gradually being introduced into preschool and primary education, though its research and implementation at these levels are still in the early stages. This study explores AI’s early adoption in Greek preschool and primary school settings, an area underrepresented in current educational research. Through semi-structured interviews with two teachers (one from preschool and one from elementary school) the research investigates AI-enabled classroom activities and teachers' perceptions regarding opportunities, challenges, and expectations. Findings show that while AI use is still emerging, both teachers observed heightened student engagement and curiosity, especially through creative and collaborative tasks. However, concerns were raised about data privacy, overreliance on technology, lack of experiential learning, and insufficient teacher training. The study highlights the need for age-appropriate, pedagogically grounded AI integration, emphasizing experiential learning in early childhood. Implications for policy, teacher training, and educational practice are discussed. This study offers timely insights, and contributes to the international discourse on responsible AI integration in preschool and primary school years.
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Copyright (c) 2025 Kleopatra Nikolopoulou, Eleni-Despoina Rigoutsou, Mairy-Effrosyni Tzavella