A meta-synthesis study on the use of artificial intelligence in primary education

Polat S, Sarıdaş G (2026)

Publication Type: Journal article, Review article

Publication year: 2026

Journal

Abstract

This meta-synthesis analyzed qualitative studies on elementary students’ perspectives on AI. A comprehensive search identified 4756 studies. After screening, 23 studies were included in the meta-synthesis. A thematic synthesis approach was employed to analyze the qualitative findings. AI supported self-paced learning, autonomy, and motivation while providing individualized opportunities. Students held cognitively limited and simplified definitions. Affectively, students experienced positive emotions, such as curiosity and trust, as well as negative emotions, such as anxiety and fear. Students found AI enjoyable and easy, but reported challenges related to adaptation, technical and pedagogical barriers, data privacy, and ethical concerns. AI promoted equality of opportunity and participation; however, issues of integration and pedagogical limitations remain. AI supports learning at the primary level but requires a multidimensional approach including ethical, pedagogical, and systemic considerations.

Involved external institutions

Otto-Friedrich-Universität Bamberg

Germany (DE) Republic of Türkiye Ministry of Culture and Tourism

Turkey (TR)

How to cite

APA:

Polat, S., & Sarıdaş, G. (2026). A meta-synthesis study on the use of artificial intelligence in primary education. AI and Society. https://doi.org/10.1007/s00146-026-03007-8

MLA:

Polat, Seyat, and Gürkan Sarıdaş. "A meta-synthesis study on the use of artificial intelligence in primary education." AI and Society (2026).

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