Ambivalent Perceptions of Artificial Intelligence in Religious Education: A Comparative Study Among Teachers in Germany and Poland.
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...
| Publicado en: | Teaching Theology & Religion Vol. 28; no. 2; pp. 110 - 124 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Jul2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=191516605&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 191516605 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13684868 7QH jtl: Teaching Theology & Religion issn: 13684868 maglogo: Y pubinfo: dt: Jul2025 vid: 28 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 191516605 10.1111/teth.70020 ppf: 110 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 426KB tig: atl: Ambivalent Perceptions of Artificial Intelligence in Religious Education: A Comparative Study Among Teachers in Germany and Poland. aug: au: Chrostowski, Mariusz Mąkosa, Paweł affil: Faculty of Theology, Catholic University of Eichstätt‐Ingolstadt, Eichstätt, Germany Faculty of Theology, John Paul II Catholic University of Lublin, Lublin, Poland su: Religious education Artificial intelligence in education Catholic teachers Germany Poland sug: subj: Germany Poland Religious education Artificial intelligence in education Catholic teachers keyword: artificial intelligence digital competences religious education teachers ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Teaching Theology & Religion is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Teaching Theology & Religion holder: Wiley-Blackwell dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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