Generative Artificial Intelligence (GenAI) in K-12 Education
National Policy Perspectives from the Czech Republic, Israel, Latvia, and Slovakia
DOI:
https://doi.org/10.14712/23362189.2025.4924Keywords:
Generative Artificial Intelligence, K-12 Education, education policy, AI-literacy framework, curriculum, teacher educationAbstract
The educational landscape of K-12 classrooms is undergoing changes because of the emerging influence of Generative Artificial Intelligence (GenAI). The tools are driving educational transformation through personalised learning experiences, streamlined teacher workflows, and improved curriculum design, which is leading educators and policymakers to challenge conventional educational methods in the digital age. The rapid informal adoption of these technologies by students, teachers, and parents has accelerated urgent discussions on how K-12 education systems should respond. At the same time, meaningful integration of GenAI requires more than technological readiness. It relies on coherent national policies, high-quality teacher preparation, strong ethical principles, and equitable access to digital infrastructure. This study explores how four countries, namely the Czech Republic, Israel, Latvia, and Slovakia, are responding to these demands. Through a qualitative comparative approach, the paper identifies shared directions, country-specific challenges, and emerging opportunities. The findings highlight differing levels of preparedness and coordination and offer practical insights for policymakers, educators, and stakeholders working to support the responsible and inclusive adoption of GenAI in schools.
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