ABSTRACT
This chapter explores the factors influencing the adoption of AI-powered visual arts education among primary school teachers in Poland. The qualitative research—conducted between September and October 2024—examines the integration of AI chatbots in visual arts education, with respondents including professional artists and primary school teachers, some of whom work with children with visual impairments. Empirical findings: (1) AI-generated educational content was generally rated positively; however, it lacks the ability to provide personalized art critique for artwork. (2) Factors impacting the diffusion of AI-powered visual arts education include teachers’ concerns that AI might reduce creativity in students and educators, the necessity for constant supervision of students’ interactions with AI, and issues related to data reliability. Managerial implications: This research highlights essential points for consideration in the training and communication with teachers, fostering a sustainable implementation of AI-powered visual arts education in schools.
