The age of artificial intelligence (AI) is just around the corner. This article presents the AI-based technologies that represent a significant change for the learning and teaching process. The article describes the potential of personalised learning, automated assessment, chatbots, predictive models, intelligent robots, and virtual and augmented reality for education, by reviewing scientific literature. Nowadays, knowledge of these technologies is essential for teachers. In this article we conducted a qualitative survey involving teachers. The aim of our survey is to assess the perceptions of educators about the use of AI in education. Our results show that educators are open to these technologies regardless of generation and discipline. The study summarizes the appropriate use of these technologies, the role of teachers, their attention to students and their active communication, as only this can lead to effective education in the age of artificial intelligence.

The traditional educational system, in certain aspects, limits personalized learning. This is mainly evident in the fact that average students, who do not have any learning difficulties, are required to solve the same tasks from the same textbook in the same order. Artificial intelligence and other smart learning tools present great opportunities for implementing a personalized learning system. Our previous surveys and literature reviews also show that educators see the greatest potential in personalized education for the assimilation of artificial intelligence into education. In this context, we have developed educational software called “Learn with M.E. as Math Educator”, which facilitates more personalized teaching of basic mathematical operations. This study presents the structure and operation of this application. We tested the usability of the software in several institutions. Our research target group consists of elementary school students, specifically those aged 11–15. This article provides a detailed overview of the accuracy and educational outcomes of the completed application. We evaluated the application and its effectiveness using both qualitative and quantitative methods. Our research design combined elements of educational technology development and effectiveness assessment. To evaluate student performance, we employed a control group methodology. Data were analyzed by comparing test results between students using the software and those receiving traditional instruction. We examined user satisfaction through survey questionnaires. Teachers’ opinions were gathered through structured interviews, and their responses were categorized using a SWOT analysis. The findings indicated that the use of the software significantly improved students’ mathematics performance compared to the control group. Students provided positive feedback on the software’s user interface, describing it as user-friendly and motivating. Teachers regarded the software as an effective educational tool, facilitating differentiated instruction and enhancing student engagement. The results suggest that digital educational tools, such as the developed software, can provide substantial added value in education.

The digitisation of education systems has been a growing trend in recent years. Artificial intelligence (AI) enables the development of new educational software that can even create adaptive - personalised learning plans for students. Such new software can be invaluable for improving the efficiency of the educational process, improving communication between teachers and students, and facilitating a better understanding of educational material. It is therefore important to make use of the tools already available in the educational process. Alongside teachers, students are the ones who are an integral part of the educational process and it is they who become active users of this software. The aim of our research is to assess students' interest in educational software. The study involved a quantitative survey involving a total of 500 students from different educational institutions covering primary, secondary and higher education, as well as Generation Z and Alpha. The survey gave students an insight into the concept of artificial intelligence. In addition to the openness to educational software, our study investigated the relationship between the students' attitudes towards artificial intelligence and their previous use of educational software. Our results show that students are keen to use educational software, and the majority are open to using artificial intelligence-based educational software. Our conclusions point to the need for educators to implement these software in their pedagogical practice whenever possible when shaping future teaching methods. Therefore, based on international literature, this study presents 15 educational software solutions that, through their intelligent features, accelerate and simplify the teaching process while supporting differentiated and more personalized education. The aim of this study is therefore to familiarise the reader with the potential of educational software and to encourage educational institutions and teachers to use this type of software on a daily basis.

The assimilation of artificial intelligence into education is an inevitable phenomenon. Intelligent tools provide opportunities such as personalized instruction, automated assessment and, last but not least, teaching with virtual assistants or chatbots. Chatbots and other virtual assistants have been on the market for years and have been used for educational purposes on various Q&A platforms. ChatGPT, however, can be considered as an intellectual revolution of chatbots that have been released so far. ChatGPT has taken the concept of artificial intelligence to a new level and it was inevitable that it would make its debut in education. However, in schools, this level and relative novelty can bring not only benefits but also dangers. In this article, we discuss the potential of ChatGPT in the educational process. We look at the impact it can have on students, pointing out both the positives and the negatives. We then look at the opportunities for teachers. Finally, conclusions are drawn and suggestions are made as to the aspects that teachers and students need to adhere to in order to effectively implement ChatGPT in their everyday education.

Digitalization is an emerging and inevitable part of everyday life and this also applies to education. The static learning material belongs to the multitude. Increasingly widespread artificial intelligence and other innovative technologies are facilitating the roll-out of personalized curricula and interactive learning materials. The trend in education is towards digitalisation and the appropriate use of information communication tools. Our research explores the importance, advantages and emerging disadvantages of digital learning materials. Furthermore, as a result of a quantitative survey of students, it is based on the interactive digitisation of learning materials using virtual models. Pupils, regardless of their level of education, demand digital learning materials and the use of information and communication tools in class, as Generation Z and Alpha are growing up with these tools. Educational establishments should therefore not restrict or prohibit the use of these tools, but should find ways of effectively integrating them into the classroom. Our aim is to motivate educators to increasingly complement traditional paper-based static learning materials with interactive digital learning materials. We have also worked to create interactive three-dimensional models for students to motivate and explore within the biology subject to support the teaching process. In summary, our article points out the importance of a certain degree of digitalisation of curricula and presents a model for possible future developments in contrast to static learning materials.

Number theory is an area of mathematics not unknown to students majoring in mathematics teaching. As early as in junior high, they may encounter basic number theory concepts such as prime numbers, multiples, divisors, or even the fundamental theorem of arithmetic—the proof of which, however, will only be included in the university curriculum of mathematics teacher students. When teaching number theory, in addition to inspiring and motivating students, it is important to have them ask the right questions. Proofs are important, but so is the proper formulation of mathematical conjectures, not to mention intuitions regarding mathematical properties and relationships. These processes are facilitated by the software used, developed to visualize functions related to number theory. Our study aims to assess the relevance of visualization in the teaching and understanding of certain arithmetic functions among mathematics teacher students. Furthermore, we aim to investigate the practical usability of our visualization software, relying on student feedback. According to our results, students found the software useful, as it helped them to discover previously unknown relationships in the examined arithmetic functions. We may conclude our software fills a niche, with student feedback indicating its usefulness.