This study aims to comprehensively analyze the perceptions of elementary school students, parents, and teachers regarding the educational use of AI and EdTech, and to identify differences in their acceptance patterns and the implications of these differences. To this end, a case study was conducted in an elementary school designated as a digitally based innovative education research school. Drawing on the school’s actual experiences with AI and EdTech, a survey was conducted to examine the perceptions of educational stakeholders. The results indicated that teachers perceived AI and EdTech as contributing positively to the improvement of instructional quality, whereas students reported experiencing beneficial effects, particularly in terms of enhanced engagement and increased opportunities for collaboration. In contrast, parents exhibited a neutral stance, characterized by the coexistence of expectations and concerns, with relatively high levels of concern about potential digital side effects such as health issues and excessive dependence on technology. These findings suggest that, effectively implement AI and EdTech based education, practical approaches that consider perceptual differences among educational stakeholders are essential.
Hwang et al. (Sun,) studied this question.