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Research Summary: Integrating generative artificial intelligence in education: perspectives of in-service and pre-service educators in the Belgrade metropolitan area
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 26 September 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
A study conducted in the Belgrade metropolitan area explored the perspectives of 797 in-service and pre-service educators regarding the integration of generative artificial intelligence (GAI) in education. While a significant portion (39%) reported using GAI tools, a majority indicated no use of specific GAI tools in their educational practices. The research examined perceived contributions, ethical considerations, and professional readiness concerning GAI.
Why it matters
This analysis highlights the nascent stage of generative AI adoption and integration within educational institutions, even among educators directly involved in shaping future generations. Understanding current perceptions and usage patterns is critical for developing informed strategies and policies to leverage AI's potential while mitigating associated risks across the education sector.
Key insights
- The study surveyed 797 educators (20.8% men, 79.2% women) across preschools, schools, universities, and education faculties in the Belgrade metropolitan area.
- Participant roles included preschool teachers, school teachers, university professors, and pre-service educators (students).
- 39% of the participants reported using GAI tools.
- A majority of participants indicated they do not use specific GAI tools in their education-related activities.
- The research investigated perceptions of GAI's contributions to teaching and learning, ethical implications, and educators' professional readiness.
- The methodology involved a cross-sectional survey using an author-developed questionnaire.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1914446
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- Verification ID
- ASA-EXE-2026-00905
- Version
- v1.0 · r0
- Issued
- 26 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Integrating generative artificial intelligence in education: perspectives of in-service and pre-service educators in the Belgrade metropolitan area
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.