Cautious Acceptance and Shared Responsibility: Latvian Parents’ Perspectives on Generative AI in Education

Hasan Selcuk; Miroslava Černochová; Grigorijs Bogdanovs; Tomaš Jeřábek; Anat  Cohen; Guy  Cohen; Adi  Yaakov Azaria

Cautious Acceptance and Shared Responsibility: Latvian Parents’ Perspectives on Generative AI in Education

Hasan Selcuk
, Miroslava Černochová
, Grigorijs Bogdanovs
, Tomaš Jeřábek
, Anat Cohen
, Guy Cohen
, Adi Yaakov Azaria

Faculty of Education Sciences and Psychology

Charles University
University of Latvia
Tel Aviv University

Research output: Chapter in Book/Report/Conference proceeding › Conference paper › Research › peer-review

Abstract

The rapid diffusion of generative artificial intelligence (GenAI) has intensified debates about its educational value, implications
for assessment, and ethical acceptability. However, parents’ perspectives remain comparatively underexplored, particularly in
smaller European education systems. This qualitative study examines Latvian parents’ views on GenAI use in school education,
focusing on perceived benefits, risks, ethical concerns, and expectations of schools. Data were collected through two online focus
group interviews with ten parents of school-aged children and analysed using reflexive thematic analysis. Four themes were
identified: (1) cautious optimism about GenAI as a source of learning support and personalised explanation; (2) concerns about
overreliance, academic integrity, and reduced cognitive effort; (3) the need for transparency, privacy protection, and ethical
guidance; and (4) expectations that schools establish clear, pedagogically grounded rules while communicating proactively with
families. Overall, parents viewed GenAI as increasingly unavoidable in children’s education, but not as a matter of individual
choice alone. They emphasised age-appropriate use, teacher mediation, institutional accountability, and shared responsibility
among schools, teachers, families, and policymakers. The study contributes Latvia-specific evidence to emerging research on
stakeholder perspectives and offers practical implications for school-level policy, parent communication, and teacher professional
learning in GenAI-rich educational environments.

Original language	English
Title of host publication	Teaching, Learning and E-learning (IAC-TLEl)
Subtitle of host publication	Proceedings of IAC in Prague 2026 ; July 3-4, 2026
Editors	Helena Kratochvílová, Radek Kratochvíl, Mario Konecki
Place of Publication	Prague
Publisher	Czech Institute of Academic Education
Pages	79-88
ISBN (Electronic)	978-80-88203-47-6
Publication status	Published - 2 Jul 2026
Event	International Academic Conference on Teaching,Learning and E-learning (IAC-TLEl) - Prague , Prague , Czech Republic Duration: 3 Jul 2026 → 4 Jul 2026

Conference

Conference	International Academic Conference on Teaching,Learning and E-learning (IAC-TLEl)
Country/Territory	Czech Republic
City	Prague
Period	3/07/26 → 4/07/26

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 17 Partnerships for the Goals

OECD Field of Science

5.3 Education

Keywords

generative artificial intelligence
parents’ perspectives
school education
academic integrity
Latvia

Access to Document

https://www.conferences-scientific.cz/file/9788088203476

Cite this

Selcuk, H., Černochová, M., Bogdanovs, G., Jeřábek, T., Cohen, A., Cohen , G., & Yaakov Azaria, A. (2026). Cautious Acceptance and Shared Responsibility: Latvian Parents’ Perspectives on Generative AI in Education. In H. Kratochvílová, R. Kratochvíl, & M. Konecki (Eds.), Teaching, Learning and E-learning (IAC-TLEl): Proceedings of IAC in Prague 2026 ; July 3-4, 2026 (pp. 79-88). Czech Institute of Academic Education. https://www.conferences-scientific.cz/file/9788088203476

Selcuk, Hasan ; Černochová, Miroslava ; Bogdanovs, Grigorijs et al. / Cautious Acceptance and Shared Responsibility: Latvian Parents’ Perspectives on Generative AI in Education. Teaching, Learning and E-learning (IAC-TLEl): Proceedings of IAC in Prague 2026 ; July 3-4, 2026. editor / Helena Kratochvílová ; Radek Kratochvíl ; Mario Konecki. Prague : Czech Institute of Academic Education, 2026. pp. 79-88

@inproceedings{93b56381e56e45b99bcfdf00f02017aa,

title = "Cautious Acceptance and Shared Responsibility: Latvian Parents{\textquoteright} Perspectives on Generative AI in Education",

abstract = "The rapid diffusion of generative artificial intelligence (GenAI) has intensified debates about its educational value, implications for assessment, and ethical acceptability. However, parents{\textquoteright} perspectives remain comparatively underexplored, particularly in smaller European education systems. This qualitative study examines Latvian parents{\textquoteright} views on GenAI use in school education, focusing on perceived benefits, risks, ethical concerns, and expectations of schools. Data were collected through two online focus group interviews with ten parents of school-aged children and analysed using reflexive thematic analysis. Four themes were identified: (1) cautious optimism about GenAI as a source of learning support and personalised explanation; (2) concerns about overreliance, academic integrity, and reduced cognitive effort; (3) the need for transparency, privacy protection, and ethical guidance; and (4) expectations that schools establish clear, pedagogically grounded rules while communicating proactively with families. Overall, parents viewed GenAI as increasingly unavoidable in children{\textquoteright}s education, but not as a matter of individual choice alone. They emphasised age-appropriate use, teacher mediation, institutional accountability, and shared responsibility among schools, teachers, families, and policymakers. The study contributes Latvia-specific evidence to emerging research on stakeholder perspectives and offers practical implications for school-level policy, parent communication, and teacher professional learning in GenAI-rich educational environments.",

keywords = "generative artificial intelligence, parents{\textquoteright} perspectives, school education, academic integrity, Latvia",

author = "Hasan Selcuk and Miroslava {\v C}ernochov{\'a} and Grigorijs Bogdanovs and Toma{\v s} Je{\v r}{\'a}bek and Anat Cohen and Guy Cohen and \{Yaakov Azaria\}, Adi",

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booktitle = "Teaching, Learning and E-learning (IAC-TLEl)",

publisher = "Czech Institute of Academic Education",

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Selcuk, H, Černochová, M, Bogdanovs, G, Jeřábek, T, Cohen, A, Cohen , G & Yaakov Azaria, A 2026, Cautious Acceptance and Shared Responsibility: Latvian Parents’ Perspectives on Generative AI in Education. in H Kratochvílová, R Kratochvíl & M Konecki (eds), Teaching, Learning and E-learning (IAC-TLEl): Proceedings of IAC in Prague 2026 ; July 3-4, 2026. Czech Institute of Academic Education, Prague , pp. 79-88, International Academic Conference on Teaching,Learning and E-learning (IAC-TLEl), Prague , Czech Republic, 3/07/26. <https://www.conferences-scientific.cz/file/9788088203476>

Cautious Acceptance and Shared Responsibility: Latvian Parents’ Perspectives on Generative AI in Education. / Selcuk, Hasan; Černochová, Miroslava; Bogdanovs, Grigorijs et al.
Teaching, Learning and E-learning (IAC-TLEl): Proceedings of IAC in Prague 2026 ; July 3-4, 2026. ed. / Helena Kratochvílová; Radek Kratochvíl; Mario Konecki. Prague : Czech Institute of Academic Education, 2026. p. 79-88.

Research output: Chapter in Book/Report/Conference proceeding › Conference paper › Research › peer-review

TY - GEN

T1 - Cautious Acceptance and Shared Responsibility: Latvian Parents’ Perspectives on Generative AI in Education

AU - Selcuk, Hasan

AU - Černochová, Miroslava

AU - Bogdanovs, Grigorijs

AU - Jeřábek, Tomaš

AU - Cohen, Anat

AU - Cohen , Guy

AU - Yaakov Azaria, Adi

PY - 2026/7/2

Y1 - 2026/7/2

N2 - The rapid diffusion of generative artificial intelligence (GenAI) has intensified debates about its educational value, implications for assessment, and ethical acceptability. However, parents’ perspectives remain comparatively underexplored, particularly in smaller European education systems. This qualitative study examines Latvian parents’ views on GenAI use in school education, focusing on perceived benefits, risks, ethical concerns, and expectations of schools. Data were collected through two online focus group interviews with ten parents of school-aged children and analysed using reflexive thematic analysis. Four themes were identified: (1) cautious optimism about GenAI as a source of learning support and personalised explanation; (2) concerns about overreliance, academic integrity, and reduced cognitive effort; (3) the need for transparency, privacy protection, and ethical guidance; and (4) expectations that schools establish clear, pedagogically grounded rules while communicating proactively with families. Overall, parents viewed GenAI as increasingly unavoidable in children’s education, but not as a matter of individual choice alone. They emphasised age-appropriate use, teacher mediation, institutional accountability, and shared responsibility among schools, teachers, families, and policymakers. The study contributes Latvia-specific evidence to emerging research on stakeholder perspectives and offers practical implications for school-level policy, parent communication, and teacher professional learning in GenAI-rich educational environments.

AB - The rapid diffusion of generative artificial intelligence (GenAI) has intensified debates about its educational value, implications for assessment, and ethical acceptability. However, parents’ perspectives remain comparatively underexplored, particularly in smaller European education systems. This qualitative study examines Latvian parents’ views on GenAI use in school education, focusing on perceived benefits, risks, ethical concerns, and expectations of schools. Data were collected through two online focus group interviews with ten parents of school-aged children and analysed using reflexive thematic analysis. Four themes were identified: (1) cautious optimism about GenAI as a source of learning support and personalised explanation; (2) concerns about overreliance, academic integrity, and reduced cognitive effort; (3) the need for transparency, privacy protection, and ethical guidance; and (4) expectations that schools establish clear, pedagogically grounded rules while communicating proactively with families. Overall, parents viewed GenAI as increasingly unavoidable in children’s education, but not as a matter of individual choice alone. They emphasised age-appropriate use, teacher mediation, institutional accountability, and shared responsibility among schools, teachers, families, and policymakers. The study contributes Latvia-specific evidence to emerging research on stakeholder perspectives and offers practical implications for school-level policy, parent communication, and teacher professional learning in GenAI-rich educational environments.

KW - generative artificial intelligence

KW - parents’ perspectives

KW - school education

KW - academic integrity

KW - Latvia

M3 - Conference paper

SP - 79

EP - 88

BT - Teaching, Learning and E-learning (IAC-TLEl)

A2 - Kratochvílová, Helena

A2 - Kratochvíl, Radek

A2 - Konecki, Mario

PB - Czech Institute of Academic Education

CY - Prague

T2 - International Academic Conference on Teaching,Learning and E-learning (IAC-TLEl)

Y2 - 3 July 2026 through 4 July 2026

ER -

Selcuk H, Černochová M, Bogdanovs G, Jeřábek T, Cohen A, Cohen G et al. Cautious Acceptance and Shared Responsibility: Latvian Parents’ Perspectives on Generative AI in Education. In Kratochvílová H, Kratochvíl R, Konecki M, editors, Teaching, Learning and E-learning (IAC-TLEl): Proceedings of IAC in Prague 2026 ; July 3-4, 2026. Prague : Czech Institute of Academic Education. 2026. p. 79-88

Cautious Acceptance and Shared Responsibility: Latvian Parents’ Perspectives on Generative AI in Education

Abstract

Conference

UN SDGs

OECD Field of Science

Keywords

Access to Document

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Cite this