The use of artificial intelligence tools by parents of young children – parental self-efficacy and ethical issues

Abstract

This article examines the use of AI tools in everyday caregiving and educational practices by parents of young children (aged 0–6 years); N=103. The aim of the study was to understand the extent of AI use in family life, the perception of benefits and concerns associated with it, and factors differentiating the use of AI. A survey questionnaire and the Generalized Self-Efficacy Scale (GSES) were used. The study identified two groups of parents: AI users (45.6%) and non-users (44.4%). Respondents most often use AI incidentally and task-based. These tools are primarily used to generate ideas for activities, explain difficult issues, and support daily organization; however, they do not translate into a reduction in parents' time burden. Respondents express concerns about the effectiveness of privacy protection when using AI. Parents who do not use AI tools attribute this to a lack of need, a lack of trust in the credibility of generated content, and a lack of data protection. Some express a willingness to use AI. The level of self-efficacy does not differentiate between AI users and non-users. The research results allowed us to formulate a thesis about the selective openness of parents towards AL  and practical recommendations in the area of supporting families in developing digital competences.