The Attitudes of K–12 Schools’ Teachers in Serbia towards the Potential of Artificial Intelligence

Valentin Kuleto, Milena P. Ilić, Rocsana Bucea-Manea-Țoniş, David-Florin Ciocodeică, Horia Mihălcescu and Veronica Mindrescu
Additional contact information
Valentin Kuleto: LINK Group Belgrade, Information Technology School ITS-Belgrade, Faculty of Contemporary Arts Belgrade, University Business Academy in Novi Sad, 11000 Belgrade, Serbia
Milena P. Ilić: LINK Group Belgrade, Information Technology School ITS-Belgrade, Faculty of Contemporary Arts Belgrade, University Business Academy in Novi Sad, 11000 Belgrade, Serbia
Rocsana Bucea-Manea-Țoniş: Doctoral School, National University of Physical Education and Sport, 060057 Bucharest, Romania
David-Florin Ciocodeică: Marketing Department, The Bucharest University of Economic Studies, 010404 Bucharest, Romania
Horia Mihălcescu: Marketing Department, The Bucharest University of Economic Studies, 010404 Bucharest, Romania
Veronica Mindrescu: Faculty of Physical Education and Mountain Sports, Transylvania University Brasov, 010374 Brasov, Romania
Authors registered in the RePEc Author Service: Rocsana Bucea-Manea-Tonis

Sustainability, 2022, vol. 14, issue 14, 1-12

Abstract: Similar to so many other aspects of modern life, education is gradually being automated by technological means. The software, apps, systems, platforms, and digital devices that permeate modern education are inextricably linked to these automated processes. One of the primary goals of automation has always been to improve quality and efficiency by reducing the number of human repetitive tasks based on machine learning (ML) algorithms and applications that facilitate the automation of decision-making of artificial intelligence (AI). Thus, computers and robots are predictable and do exactly what they are programmed to do. It is impossible for a computer’s memory or processing power to become “tired” because machines never rest, and now some activities can be automated, thanks to advances in artificial intelligence. Schools nowadays have software that analyses data and makes decisions based on the data rather than relying solely on human analysts regarding repetitive administrative tasks. The exploratory research within the K–12 group of teachers from LINK Educational Alliance from Serbia was performed on 109 persons to identify the genuine knowledge about AI and the potential for automatisation of work processes. Based on the teachers’ opinions regarding opportunities brought about by AI in K–12 schools, we analysed their implications in implementing AI in the educational process in K–12 education.

Keywords: K–12 schools; teachers; artificial intelligence; education; software automatisation (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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