| Sumario: | This article examines the perception of artificial intelligence (AI) in religious education, comparing the views of Catholic religion teachers in Germany and Poland. The analysis focuses mainly on generative AI, particularly large language models (LLMs) such as ChatGPT or Claude, which have recently transformed educational and communicative practices. As one of the most rapidly advancing technologies, generative AI evokes both hope and apprehension in the context of faith transmission, spiritual development and religious education. Quantitative research was conducted to identify current similarities and differences in the perception of AI in these two countries, and to determine the factors influencing the readiness of RE teachers (n = 236) to incorporate AI into their teaching approaches. The results reveal ambivalence: while teachers recognize AI's potential to personalize teaching and engage students, they also highlight risks such as the oversimplification of religious content, ethical threats and the potential weakening of the spiritual dimension of religious education. Cultural and systemic differences influence the degree of AI acceptance, with digital competence and professional experience proving to be key determinants of openness. The authors make recommendations regarding teacher training and support, emphasizing the importance of consciously and critically integrating AI into religious education theory and practice.
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