School-Level and Demographic Differences in the Use of Artificial Intelligence Among Hungarian Elementary and High School Students

Abstract

Artificial intelligence (AI), including rapidly expanding generative AI tools, is increasingly shaping how school-age students search for information and complete learning tasks. Yet comparative evidence on AI awareness, use, and attitudes across school levels—especially among under-18 learners—remains limited in Central and Eastern Europe. Guided by the Technology Acceptance Model (TAM), this cross-sectional survey study examined Hungarian elementary and high school students’ AI use and school-related applications, focusing on perceived usefulness and willingness to use AI in learning contexts. Data were collected from 183 elementary and 127 high school students using a structured questionnaire. AI use was widespread in both groups, but marked school-level differences emerged. High school students reported more frequent and academically oriented AI use, greater reliance on AI tools when seeking help, and a stronger willingness to use AI during classroom activities. In contrast, elementary students more often relied on familiar platforms such as social media and YouTube and reported comparatively more recreational or conversational uses of AI. Across school levels, students generally viewed AI as useful and potentially engaging for learning, while many also expressed uncertainty about the reliability of AI-generated responses. These findings underscore the need for age-appropriate AI literacy education aligned with students’ developmental characteristics and digital habits, and they highlight the importance of teacher support and training to integrate AI meaningfully and responsibly into classroom practice.

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