Introduction
The increasing use of artificial intelligence (AI) in society has impacted several sectors, including education, health and the job market. This study investigates the perception of gifted students about AI, highlighting their perspectives, concerns and expectations regarding the role of this technology in the educational context.
M is all
A qualitative case study was conducted with 25 students from Selçuklu Science and Art Center, Turkey, during the academic year 2023-2024. Participants were selected by affinity sampling. Data collection involved semi-structured interviews and metaphorical questionnaires, which were analyzed using content analysis. The inter-rater agreement coefficient (Cohen’s kappa) ranged between 0.70 and 0.78, indicating substantial agreement.
Results and discussion
Gifted students often associated AI with human aspects, emphasizing its similarity to the human brain and its cognitive capabilities. Among the main concerns highlighted were the loss of control over the technology, risks of malicious use, and impacts on human behavior, such as increased laziness and reduced motivation to learn. However, they also recognized potential benefits, such as facilitating access to information, personalizing teaching, and optimizing educational processes.
Participants expressed differing views on the future of schools in an AI-mediated educational environment. While some believe that AI will make schools obsolete due to the rise of autonomous digital learning, others emphasize the importance of social interaction and the role of teachers in mediating knowledge.
Conclusion
Gifted students’ perceptions of AI reflect a dualistic view, considering both its potential and its risks. The research reinforces the need for educational programs that teach the ethical and responsible use of AI, ensuring that technology is a complementary tool and not a substitute for formal education.
Reference :
GÖRGÜLÜ, D.; TÖRÜN, E. A case study on the perception of artificial intelligence by gifted students in Turkey. Journal of Digital Educational Technology, v. 5, no. 1, p. ep2502, 2025. DOI: 10.30935/jdet/15809.
