Między wsparciem a zagrożeniem: koncepcje potoczne osób studiujących pedagogikę wczesnoszkolną i przedszkolną wobec generatywnej sztucznej inteligencji w edukacji

Abstrakt

The aim of the article is to reconstruct the lay conceptions held by students of early childhood and pre-primary education regarding generative artificial intelligence (GenAI) and its potential role in education. The study is grounded in the constructivist-interpretive paradigm, adopting an understanding of learning as a process of active construction and negotiation of meanings. The empirical material was collected using a questionnaire consisting of open, exploratory questions. The participants were students who had already completed coursework related to didactics but had not yet taken courses on modern technologies. A non-probability purposive sampling strategy was applied. The collected data were analyzed using interpretative thematic analysis. The results reveal tension in students’ common understandings of GenAI. On the one hand, GenAI is perceived as a tool that increases teacher effectiveness and facilitates access to information. On the other hand, the same feature raises concerns about limiting students’ cognitive independence. The results further suggest that future teachers’ ways of thinking about GenAI may be closely related to their understanding of the nature of learning and educational culture. Therefore, the study highlights the need to incorporate reflection on GenAI into teacher education – not as a technical issue, but as a didactic one.