BETWEEN SUPPORT AND MISUSE

Abstract

In recent years, tools based on generative artificial intelligence (GenAI) have increasingly shaped the digital environment of children and young people. Accordingly, this paper aims to explore the experiences of students in Serbia in using GenAI tools in educational contexts. Particular attention is paid to the types of tools young people use, the frequency and purposes of their use, as well as the existence of school rules, potential misuse, and its consequences. The paper also examines how students assess their own GenAI literacy and what opportunities they identify for developing it within formal education. The paper integrates findings from quantitative and qualitative research conducted in 2025 as part of the international EU Kids Online study. The online survey was conducted on a representative sample of 1,675 students aged 9–16 from 64 schools, while individual interviews were conducted with 16 students aged 13–17. The results show that GenAI tools are most commonly used for educational purposes, primarily for writing essays (43% of surveyed students) and summarising or explaining longer texts (30%). Students occasionally misuse these tools, particularly when completing homework assignments and tests. Teachers’ attitudes range from prohibiting to encouraging their use, while, according to students, misuse often goes without a response from teachers. Most respondents believe that using GenAI does not require any specific skills, suggesting a limited understanding of these technologies. At the same time, most students have not had an opportunity to learn about GenAI within formal education. The findings point to the need to develop educational policies and practices that support the safe, responsible, and pedagogically meaningful use of GenAI.