The rapid expansion of generative artificial intelligence (AI) has significantly transformed educational practice worldwide. While early research documented teachers’ initial reactions to AI tools, less is known about how their attitudes, competencies, and professional practices evolve once these technologies become normalized in schools. This study addresses this gap by examining the development of Czech primary and secondary school teachers’ attitudes and practices related to AI in 2025 and comparing them with findings from 2023. A quantitative survey analyzed teachers’ frequency and purposes of AI use, perceived readiness, institutional support, and experiences with student misuse. The results indicate a substantial acceleration in AI adoption, increased participation in professional development, and a shift from experimental exploration toward more structured and pedagogically grounded use. At the same time, ethical concerns and issues related to student misuse remain significant. The findings highlight the transition from uncertainty to pragmatic integration and underline the importance of systematic methodological support and clear ethical frameworks for responsible AI implementation in education.
Maršálek et al. (Thu,) studied this question.