Aim The aim of the research is to analyse teachers and adult educators’ experiences of the application of artificial intelligence in the digital transformation of education. Methods In the study the quantitative data collection method—a questionnaire—“International Survey on Artificial Intelligence in Higher Education, Training and Adult Learning” and data processing methods for secondary data collection—descriptive statistics (Mean, Median, Mode, Standard Deviation), and the Mann–Whitney test to determine the statistical significance of differences between two independent target groups (teachers and adult educators) have been applied. Results The research sample consisted of representatives of educational institutions of Latvia—34 teachers and 83 adult educators. The descriptive statistics and Mann–Whitney test results show that both teachers and adult educators similarly assess the impact of AI application on performance and work efficiency and productivity, decision-making, problem-solving, awareness formation and interdisciplinary concept application skills, mental health, learning outcomes and challenges related to AI use ( p ≥ 0.05). Teachers, compared to adult educators, have a higher opinion of the application of artificial intelligence for work purposes. Adult educators have a higher opinion of the impact of AI on the development of learners’ awareness formation skills, learners’ employment and their work performance, and physical and social health ( p ≤ 0.05). Conclusion AI is a new global reality that opens up new paths for knowledge acquisition, whereas the social environment is also facing new challenges. AI tools can be used by a wide range of users who have prior knowledge and skills in constantly changing IT application. Despite the inertia of the education system and the length of bureaucratized decision-making, proactive action is needed that would balance the technological development with the acquisition of new knowledge and skills based on high moral standards at all levels of education, involving high-tech implementers and cooperating with educational staff, scientists and other social partners. A descriptive cross-sectional study design has been chosen for the study and the instrument applied is the survey “International Survey on Artificial Intelligence in Higher Education, Training and Adult Learning” developed by the Singapore Institute of Adult Education within the framework of the 3rd network “Professionalization of Adult Educators in ASEM Countries” of the Asia-Europe Lifelong Learning and Education Research (ASEM LLL Hub).
Medveckis et al. (Mon,) studied this question.