Twin transition and education: whither (or wither) AI in education?

Jan Baťko, Dominik Frolík, Lucie Rohlíková, Jana Vejvodová, Michaela Voltrová and Viola Vrbová

Chapter 11 in The Twin Digital and Green Transition, 2026, pp 198-213 from Edward Elgar Publishing

Abstract: This chapter provides a multifaceted perspective on the role of AI in the professional preparation of future educators. The introductory section of the chapter describes the societal context and the evolving academic landscape, shaped by the increasing availability of applications utilizing large language models. Furthermore, we delve into the personal digital environment of pre-service teachers, wherein AI currently plays a significant role. Within this chapter, we summarize the results of mixed methods research conducted among pre-service teachers, aiming to unveil their attitudes, opinions, and experiences with the integration of AI in education. The results of our study conducted among future teachers (n = 444) showed an increase in the proportion of students who perceive generative AI as a good study aid (14.6% from June 2023 to January 2024). Future teachers’ fears about AI decreased slightly (by 2.4% from June 2023 to January 2024). Students perceive ChatGPT and other chat platforms as useful and effective, and student interest in using more advanced forms of AI is growing. We identified three key aspects in pre-service teachers’ use of AI: diversity (individual use varies greatly), orientation to work with text (dominant use of ChatGPT for creating and improving text), and absence of problems with teachers in connection with the use of AI tools (i.e. academic staff tolerate the use of AI in studies and support students in effective work with AI).

Keywords: Generative AI; AI in education; Pre-service teachers; Attitudes towards AI; Higher education (search for similar items in EconPapers)
Date: 2026
ISBN: 9781035364275
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