AI in education, curricular innovation, comparative research, Czech Republic, Poland

In the context of rapid developments in digital technologies, particularly artificial intelligence (AI), education systems are facing new challenges and opportunities. This article focuses on future teachers' attitudes toward AI, analyzing their perceptions, experiences, and expectations in the Czech Republic and Poland. The research is based on a questionnaire survey among students of pedagogical fields and examines what competencies they consider key for integrating AI into teaching. The study also reflects on the ethical, pedagogical, and technical aspects of using AI in education and identifies similarities and differences between the two countries that may be crucial for the creation of curricular documents and didactic approaches.

In the context of rapid developments in digital technologies, particularly artificial intelligence (AI), education systems are facing new challenges and opportunities. This article focuses on future teachers' attitudes toward AI, analyzing their perceptions, experiences, and expectations in the Czech Republic and Poland. The research is based on a questionnaire survey among students of pedagogical fields and examines what competencies they consider key for integrating AI into teaching. The study also reflects on the ethical, pedagogical, and technical aspects of using AI in education and identifies similarities and differences between the two countries that may be crucial for the creation of curricular documents and didactic approaches.