This paper looks at the application of generative artificial intelligence in primary education in the Republic of Serbia. The aim of the paper is to provide a comprehensive insight into the teachers' level of awareness, attitudes, and practice regarding the use of the generative artificial intelligence in primary education in the Republic of Serbia. Based on the results of the empirical research, we will formulate recommendations for improving institutional support and professional training, as well as pedagogical models for the application of the generative artificial intelligence tools in teaching. The theoretical framework of the paper includes defining the concepts of artificial intelligence, as well as a review of the previous research in this area at the global and local levels. The research methodology is based on a quantitative approach, and the research results show the extent to which teachers are familiar with the concept of generative artificial intelligence, which tools they use and for which teaching activities, as well as what advantages and challenges they identify in their application. The research also provides an insight into teachers' views on the ethical and legal aspects of using artificial intelligence, as well as on professional development. The obtained results contribute to a better understanding of the current state of practice, as well as to the formulation of specific recommendations for further development of tools and training, thereby encouraging the responsible and purposeful application of artificial intelligence in education.
Nikola Bošković (Wed,) studied this question.