Middle school students’ perspectives on adopting generative AI in K-12 education

Ibrahim Oluwajoba Adisa and Adenike Omolara Adefisayo

The Journal of Educational Research, 2025, vol. 118, issue 6, 724-735

Abstract: This qualitative study explores middle school students’ perspectives on the adoption of GenAI for learning. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) and competence and control beliefs framework, we explored how contextual and psychological factors influence students’ perspectives on AI use for schoolwork. Participants included 13 middle school students who participated in a 10-week AI literacy program. Using qualitative data from interviews, we found that students advocate for context-dependent AI integration. Belief in their ability to complete tasks independently, a desire for ownership over learning, and concerns about cognitive decline shaped their acceptance of GenAI. Students also differed in their preferences for seeking academic support from AI, often weighing AI’s efficiency and accuracy against the relational benefits of human help. This study contributes to ongoing discussions on responsible AI adoption in K-12 education by centering students’ voices in shaping AI’s role in the classroom.

Date: 2025
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DOI: 10.1080/00220671.2025.2510393

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