A Study on Perceptions of Application and Risk Perception of Artificial Intelligence in Primary and Secondary Education

Grounded in risk perception theory, this study systematically investigates differences in risk perception regarding artificial intelligence (AI) applications among educational stakeholders. It employs questionnaire surveys and empirical analysis based on 952 valid responses collected from educational stakeholders in Guangxi Province, with a primary focus on teachers and students. Findings reveal significant cognitive discrepancies in current AI educational applications: overall characterised by "high usage rates, high ambiguity, and low concrete cognition", with over half of respondents exhibiting vague risk perceptions and 90.2% unable to clearly articulate risk types; A "cognitive misalignment" exists among core groups: pupils exhibit "high vigilance, low ambiguity", while teachers display "high ambiguity, low vigilance". Usage experience emerges as a key variable influencing risk perception clarity, highlighting that the digital divide has extended to the cognitive level. The study indicates that promoting AI education must transcend technical training, shifting towards "cognitive collaboration" to strengthen risk consensus-building and align teacher-pupil perceptions, thereby fostering rational technological application.