Digital Technologies and Artificial Intelligence Increasingly Present in Education, with a Strong Need for Education and Clear Guidelines

The first study in the Republic of Croatia to simultaneously include students, parents, and educational professionals in the context of digital technologies, artificial intelligence, and student well-being has been conducted.

Zagreb, 13 March 2026 — The Croatian Academic and Research Network (CARNET) and the Catholic University of Croatia, within the framework of the BrAIn project, conducted a study on the use of digital technologies and artificial intelligence and their relationship with the well-being of children and young people during the 2024/2025 school year. In the educational context, students most frequently use digital technologies in ICT, Mathematics, science subjects, and foreign languages, while for learning and school tasks they use smartphones, the internet, and artificial intelligence (AI). Students recognize both the positive and negative aspects of applying digital technologies and artificial intelligence in education and, on average, have a positive opinion about their use in school, considering that they receive adequate support.

“The results of the study highlight the importance of a strategic, responsible, and thoughtful approach to the development and application of digital technologies and artificial intelligence in education. Our goal is to ensure that the potential of these technologies is used purposefully and responsibly, with care for the well-being of children and young people,” emphasized Prof. Radovan Fuchs, PhD, Minister of Science, Education and Youth.

“It is extremely important for us that this study has provided a more comprehensive insight into the state and needs of the education system. Based on the results, we have developed recommendations for the use of technologies and artificial intelligence focused on the well-being of children and young people, intended for students, teachers, principals, parents, professional associates, and decision-makers,” said Juraj Bilić, Assistant Director of CARNET for Artificial Intelligence.

The results show that digital technologies in education bring advantages such as easier access to information, better visualization of content, and increased student engagement. However, stakeholders also recognize challenges such as reduced concentration, superficial learning, and other potential negative effects on student well-being. The use of AI-based tools, predominantly chatbots, is increasing due to their potential in education, although some stakeholders express caution due to concerns about reliability and possible negative impacts on students’ development, health, and critical thinking.

Students most often use digital technologies for entertainment, communication, and social media, while for school they primarily use office tools, presentation tools, applications for solving mathematical problems, and online quizzes. AI tools, mostly chatbots, are used for learning almost daily by about 26% of primary school students and 40–50% of secondary school students, most often for searching information, explaining subject matter, and assisting with assignments.

Parents/guardians generally have a positive opinion about the effects of digital technologies in education, believing that they can facilitate collaborative work on school tasks and communication among stakeholders in the education system. More positive attitudes are expressed by parents/guardians who are more digitally and AI literate and who more frequently use digital technologies together with their children. Greater caution is expressed regarding the introduction of artificial intelligence, particularly concerns about overreliance on AI and the potential loss of critical thinking. However, they recognize the potential of AI for personalized learning and support in children’s education.

Teachers use technologies for presenting content, revision, and administrative tasks, and to a lesser extent use AI tools, mainly for lesson preparation. A trend has also been observed in which primary and secondary school teachers consider digital technologies an indispensable part of teaching. They recognize their potential, especially in the context of personalized learning and assistive technologies, but emphasize the need for education, availability of tools, and clear guidelines.

“The results show that digital technologies in education are simultaneously perceived as both an opportunity and a challenge. With the increasing use of artificial intelligence in the educational context, the need for clear guidelines, strengthened infrastructure, and continuous education is becoming more prominent in order to empower all stakeholders to use new technologies responsibly and purposefully,” stated Prof. Marina Merkaš, PhD, from the Catholic University of Croatia.

Based on the research, recommendations have been developed for various stakeholders in the education system, with the aim of leveraging the benefits of technologies while reducing risks in the interest of the well-being of children and young people. The recommendations emphasize the importance of critical thinking, privacy protection, prevention of cyberbullying, and finding a balance between digital and everyday life. Their goal is to help schools and families use the advantages of digital technologies and artificial intelligence while minimizing risks and preserving the well-being of children and young people.

About the study

The study “Use of Digital Technology and the Well-being of Children and Young People” was conducted in 46 schools (24 primary and 22 secondary) from 16 counties participating in the BrAIn project, in the period from January to May 2025, using a combination of quantitative and qualitative methodologies. A total of 3,913 students, 924 parents/guardians, and 382 teachers participated in the survey, while 299 students, 51 parents/guardians, and 128 teachers took part in 92 focus groups, along with interviews conducted with 23 professional associates and 22 principals.