Monografija predstavlja prvo celovito in sistematično analizo stanja uporabe generativne umetne inteligence (GEN-UI) v izobraževanju v Sloveniji. Raziskava, strukturirana skozi enajst tematskih področij, zajema različne deležnike vzgojno-izobraževalnega sistema na primarni, sekundarni in terciarni ravni. Vsebina ponuja poglobljen vpogled v vrste, pogostost in namene uporabe GEN-UI v osnovnih, srednjih šolah ter fakultetah. Obravnavani so izzivi, s katerimi se srečujejo deležniki pri uporabi GEN-UI, etična vprašanja ter pedagoške priložnosti, ki jih omogočajo orodja GEN-UI. Analizirane so tudi potrebe po usposabljanju, zaznane tehnične omejitve ter predlogi za optimizacijo uporabe GEN-UI v pedagoških procesih. Poseben poudarek je namenjen percepciji vpliva GEN-UI na različne vidike vzgojno-izobraževalnega dela, vključno z organizacijsko podporo, zaznanimi koristmi, uporabniško izkušnjo ter doživljanjem procesov učenja, poučevanja in vodenja ob uporabi GEN-UI. Monografija predstavlja pomemben znanstveni in strokovni doprinos k področju edukacijskih ved ter nudi dragocene usmeritve za oblikovanje strateških politik in odločitev na področju vzgoje in izobraževanja v prihodnosti.

This study examined lower secondary students’ self-reported use of generative artificial intelligence (GenAI) for schoolwork across four modalities (text, image, audio, and video), and tested how attitudes grounded in the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) relates to usage. A total of 312 grade 7–9 students from Slovenian primary schools participated in the study. The final analytic sample comprised 229 students (47.2% female; M_age = 13.2 years) who reported at least minimal familiarity with GenAI. Students completed an online questionnaire assessing frequency of tool use and five attitude components (teacher support, perceived usefulness, perceived ease of use, experience, and attitudes toward learning with GenAI). Text generation tools were used more frequently than image, audio, or video generation tools. Text tool use was higher among ninth graders than seventh and eighth graders. Text tool use correlated positively with perceived usefulness, perceived ease of use, and experience, and negatively with attitudes toward learning with GenAI. In multiple regression, only perceived usefulness uniquely predicted text tool use, with attitudes explaining 13.7% of variance. Findings indicate that GenAI uptake is currently text-centric and primarily associated with perceived usefulness/performance expectancy, while perceived teacher support (facilitating conditions) shows weak links to use.