Abstract:

Artificial intelligence (AI) is increasingly becoming part of contemporary educational environments and represents one of the rapidly developing forms of digital technologies transforming teaching and learning processes. AI-based tools create new opportunities for personalised learning, access to educational resources and support for students with diverse learning needs. These technologies are particularly relevant for children from socially disadvantaged backgrounds who often face barriers in accessing educational support. This paper examines teachers’ perspectives on the use of artificial intelligence in supporting socially disadvantaged children in the educational process. Particular attention is paid to teachers’ perceptions of the potential benefits and challenges associated with the use of AI-based tools in addressing educational inequalities. The study is based on a survey conducted among teachers from primary and secondary education using an online questionnaire with Likert-scale items distributed via digital platforms. The research sample consists of 73 teachers in Slovakia. The data were analysed using descriptive statistics and percentage distribution. The findings indicate that teachers generally perceive artificial intelligence as a potentially beneficial tool for supporting the education of socially disadvantaged children. A total of 68.5% of respondents agreed that AI can help these students better understand learning content, while 64.4% stated that AI enables the adaptation of educational content to individual learning needs. Furthermore, 65.8% of teachers believed that AI can support academic success among socially disadvantaged students. At the same time, respondents identified significant risks and limitations. A total of 76.7% agreed that the use of AI involves considerable risks, particularly the risk of students completing tasks without real understanding (47.9% strongly agreed). Additionally, 52.1% of respondents indicated that educational institutions do not provide sufficient training for the effective use of AI in teaching practice. This study provides empirical evidence on teachers’ perceptions of artificial intelligence in the context of inclusive education of socially disadvantaged children, highlighting the gap between the perceived potential of AI and the lack of teacher preparedness, methodological support and equitable access to technology. The findings highlight a tension between the perceived potential of artificial intelligence and the lack of teacher preparedness, methodological guidance and equitable access to technology. This suggests that, despite its promise, the effective integration of AI in inclusive education requires stronger systemic support and targeted interventions.

Keywords:

Artificial intelligence, digital technologies, educational and social inclusion, teachers’ perceptions, socially disadvantaged children.