AI literacyArtificial IntelligenceDigComp 3.0Generative AIEducationTeachers

This study examines the level of AI literacy among teachers in the Czech Republic in the context of DigComp 3.0. With the rapid expansion of generative artificial intelligence (GenAI), educators increasingly need to use AI tools effectively, evaluate outputs critically, and apply them ethically. The study aimed to assess GenAI adoption in school practice, teachers’ self-confidence in key competence areas, and barriers to AI integration.Data were collected between May 2025 and January 2026 through an online questionnaire survey of 2,153 pre-primary, primary and secondary schools’ teachers. Results show that 58.4% of respondents use GenAI tools at least occasionally, mainly for preparing teaching materials and administrative documents. ANOVA confirmed significant differences in usage depending on teaching experience and school type, with the highest adoption among early-career teachers and secondary school educators.Teachers reported the highest confidence in working with digital resources and content creation, and the lowest in assessing AI-supported student outputs and ensuring academic integrity. The most common barriers were lack of methodological support, legal uncertainty, and ethical concerns. The study concludes with recommendations for educational policy focusing on strengthening critical AI evaluation skills and supporting experienced teachers in the digital transformation process.

This study examines the level of AI literacy among teachers in the Czech Republic in the context of DigComp 3.0. With the rapid expansion of generative artificial intelligence (GenAI), educators increasingly need to use AI tools effectively, evaluate outputs critically, and apply them ethically. The study aimed to assess GenAI adoption in school practice, teachers’ self-confidence in key competence areas, and barriers to AI integration.Data were collected between May 2025 and January 2026 through an online questionnaire survey of 2,153 pre-primary, primary and secondary schools’ teachers. Results show that 58.4% of respondents use GenAI tools at least occasionally, mainly for preparing teaching materials and administrative documents. ANOVA confirmed significant differences in usage depending on teaching experience and school type, with the highest adoption among early-career teachers and secondary school educators.Teachers reported the highest confidence in working with digital resources and content creation, and the lowest in assessing AI-supported student outputs and ensuring academic integrity. The most common barriers were lack of methodological support, legal uncertainty, and ethical concerns. The study concludes with recommendations for educational policy focusing on strengthening critical AI evaluation skills and supporting experienced teachers in the digital transformation process.