Over a period spanning more than two and a half months, the non-governmental organization ETEA conducted a comprehensive study across six municipalities to assess the manner in which primary school students in Kosovo utilize artificial intelligence. The research findings indicate a significant rate of adoption, revealing that 93.4 percent of the surveyed students incorporate artificial intelligence applications into their academic routines. The study determined that the most frequent application of this technology among the students is for the completion of homework assignments.
This pattern of reliance has prompted education professionals to initiate discussions regarding necessary oversight and control mechanisms within educational settings. The research highlighted a contrast between self-directed learning and technological assistance. While students who solve problems independently often employ their mobile phones as a tool, the use of dedicated artificial intelligence applications allows for the immediate and seemingly effortless acquisition of assignment solutions.
This trend was quantified across the student body, confirming that 93.4 percent of students in Kosovo are currently engaging in this pattern of digital support. These findings were formally presented and confirmed during a scientific symposium organized by ETEA, bringing together educational stakeholders. The data underscores a rapid shift in how students access and process academic information, necessitating a review of current pedagogical practices to balance technological aid with genuine learning development.
Topics: #use #intelligence #students
