In recent years, there has been growing interest in the pedagogical use of ChatGPT within arts education, including literature, drama, music, and painting. This research investigates the beliefs of primary and secondary school teachers who teach arts regarding the pedagogical use of ChatGPT, exploring potential use, expected benefits or risks, support or rejection from the educational community, and possible barriers or facilitators, based on Ajzen’s Theory of Planned Behavior. A qualitative study was conducted with a sample of 67 teachers familiar with or having used ChatGPT in education. Data were collected through semi-structured interviews and analyzed thematically based on behavioral, normative, and control beliefs. Teachers identified expected benefits such as increased student interest, creativity, and critical thinking, as well as the facilitation of research and support for students with special needs. Concerns included copying, misinformation, and reduced critical thinking and creativity. They expressed ambivalence and skepticism toward ChatGPT’s pedagogical use, being optimistic about educational benefits and community support but concerned about future challenges. Finally, they emphasized the need for training and adequate technological infrastructure. The findings highlight the importance of equipping teachers with the necessary skills and institutional support to ensure the responsible and effective integration of AI in arts education.

Teaching folk literature in secondary education is essential for developing students' cultural awareness. The purpose of this research is to explore philologists' perceptions of the use of Generative Artificial Intelligence (AI) applications in teaching folk literature, such as folk tales and folk songs. The mixed-methods research, employing an embedded design, was conducted with the participation of 182 philologists who teach folk literature and have experience with AI applications, through an online questionnaire based on the Technology Acceptance Model. The results revealed teachers' positive perceptions, highlighting the benefits of augmenting lessons with multimedia materials, promoting innovation, and personalizing learning. However, barriers were also identified, such as a lack of training and technological equipment. Finally, it is suggested that systematic training and technological support for teachers be provided in order to enable the effective use of AI in the teaching of folk literature.