Elementary school students looking through an AI textbook (Image courtesy of Yonhap)
SEOUL, May 26 (Korea Bizwire) — A new study from the Korea Education and Research Information Service (KERIS) reveals that elementary and middle school students in South Korea show varying levels of interest in AI-assisted learning based on region, class size, and school level — findings that could shape the future rollout of AI-enhanced digital textbooks.
The preliminary research, released on Sunday, was conducted ahead of the full-scale expansion of AI-integrated textbooks now being piloted across schools.
It evaluated the experiences and attitudes of fourth-grade elementary and first-grade middle school students, as well as their teachers, who participated in AI-based learning programs during the 2024 academic year.
Urban-Rural and Class Size Disparities
According to the study, fourth-grade students in large cities demonstrated the highest enthusiasm for using digital devices, scoring 4.02 out of 5 in interest and attitude. This was slightly higher than students in mid-sized cities (3.94) and rural areas (3.89).
Interest levels were also higher in larger classes (26–30 students) compared to smaller ones (15 or fewer), though the report cautioned that smaller class data was limited.
Among first-year middle school students, the pattern largely held: large city students scored 4.00, while those in mid-sized cities scored 3.79. However, rural students slightly outpaced their urban peers with a score of 4.01, bucking the elementary school trend.
In terms of class size, middle schoolers in mid-to-large classes (21–30 students) reported relatively high interest in digital tools, with scores above 4.00. Students in very small classes again showed lower engagement, with scores dropping to 3.43.
Elementary schools in South Korea are adopting artificial intelligence (AI) digital textbooks at higher rates compared to middle and high schools. (Image courtesy of Yonhap)
Teacher Experience, Gender, and Satisfaction Gaps
The report also examined how teachers engaged with and felt about AI-powered courseware. Teachers with 10 or fewer years of experience reported the highest levels of AI tool usage (4.44), compared to 3.91 for those with 11–15 years, and 3.77 for those with over 16 years of experience.
Notably, male teachers reported slightly greater usage than female teachers (4.18 vs. 3.81), while elementary school teachers were more satisfied with AI resources than their middle school counterparts. For instance, elementary teachers averaged 4.05 in satisfaction, while middle school math and English teachers reported 3.63 and 3.50, respectively.
Despite these gaps, female teachers reported higher overall satisfaction with AI resources than male teachers (4.00 vs. 3.76).
Recommendations for Inclusive AI Integration
The study emphasizes the need for differentiated policy support as South Korea expands AI-enhanced digital learning. Older, more experienced teachers may require additional support to lower barriers to adoption.
The report also recommends tailoring AI tools to better meet the emotional and academic needs of lower-achieving students by offering immediate feedback and adaptable learning strategies.
“Personalized AI-driven learning has strong potential to support foundational learning,” the report notes, “but successful implementation will depend on closing the engagement and access gaps exposed across schools, regions, and teaching demographics.”
Ashley Song (ashley@koreabizwire.com)
