Teachers’ Perspectives on Chatbots and AI Agents in Primary and Secondary Education

Abstract

The integration of AI tools in education is gaining momentum, yet research in Serbia remains largely limited to descriptive analyses, lacking in-depth statistical examination of factors influencing AI adoption among teachers. This study addresses this gap by employing advanced statistical methods to explore the relationships between teachers’ familiarity with AI tools, perceived challenges, and attitudes toward AI in education. A sample of 135 primary and secondary school teachers in Serbia participated in the study, with data collected via an online survey and analyzed using exploratory factor analysis, correlation tests, and non-parametric statistical methods. The results confirm that greater AI familiarity is associated with more positive attitudes toward AI adoption, while heightened concerns about AI-related challenges reduce willingness to integrate AI into teaching. However, no significant correlation was found between AI familiarity and concerns, suggesting that perceived challenges stem from broader systemic and institutional factors rather than personal experience. These findings underscore the need for professional development initiatives alongside structural reforms to facilitate AI integration in Serbian education. Future research should further examine institutional barriers and policy frameworks to support the ethical and effective adoption of AI tools in teaching.