Croatian Academic and Research Network – CARNET and the Croatian Catholic University, within the framework of the BrAIn project, conducted a study on use of digital technologies and artificial intelligence and their relationship with the well-being of children and young people in the academic year 2024/2025. In the educational context, students most frequently use digital technologies in Informatics, Mathematics, science subjects, and foreign language classes, and they use smartphones, the internet, and artificial intelligence (AI) for learning and school assignments. Students recognize the positive and negative aspects of using digital technologies and artificial intelligence in education and, on average, have a positive opinion about the use of digital technology in their school and believe they have satisfactory support for its use.
„The research results emphasize the importance of a strategic, responsible, and thoughtful approach to the development and application of digital technology and artificial intelligence in education. Our goal is to ensure that the potential of technologies is used purposefully and responsibly, with a concern for the well-being of children and young people.” – emphasized Professor [Name], PhD. Radovan Fuchs, Minister of Science, Education and Youth.
„It is extremely important to us that through this research, we have gained a more comprehensive insight into the state and needs of the education system. Based on the results, we have developed recommendations for the application of technologies and artificial intelligence focused on the well-being of children and young people, intended for students, teachers, principals, parents, professional associates, and decision-makers.” he said Juraj Bilic, Assistant Director of CARNET for Artificial Intelligence.
Research results show that digital technologies in education offer benefits such as easier access to information, visualization of material, and increased student engagement, but stakeholders also recognize challenges like reduced concentration, superficial learning, and other potential negative effects on student well-being. The use of artificial intelligence-based tools, predominantly chatbots, is growing due to their potential in education, but some stakeholders express caution due to unreliability and potential negative impacts on student development, health, and critical thinking.
Students Digital technologies are most often used for entertainment, communication, and social media, while for school they primarily use office tools, presentation software, math problem-solving apps, and online quizzes. AI tools, mostly chatbots, are used for learning almost daily by about 26% of elementary school students and 40–50% of high school students, most often for searching information, explaining material, and helping with assignments.
Parents/Guardians they generally have a positive opinion on the effects of applying digital technologies in education, believing that digital technology can facilitate children's collaboration on school assignments and communication among educational system stakeholders. Parents/guardians who are more digitally and AI literate and who more often use digital technologies with their children have a more positive general opinion about the usefulness of digital technologies in education. Parents/guardians express greater caution towards the introduction of artificial intelligence, highlighting concerns about over-reliance on AI and the loss of critical thinking. However, they recognize the potential of artificial intelligence for personalized learning and assisting children in their studies.
Teachers they use technologies for presenting material, revision, and administrative tasks, and to a lesser extent, artificial intelligence tools mainly for lesson preparation. A trend has also been observed where primary and secondary school teachers consider digital technologies an indispensable part of teaching. They recognize the potential, especially in the context of personalized learning and assistive technologies, but highlight the need for education, tool availability, and clear guidelines.
„Research results show that digital technologies in education are perceived as both an opportunity and a challenge. With the increasing use of artificial intelligence in the educational context, the need for clear guidelines, strengthened infrastructure, and continuous education is highlighted in order to empower all stakeholders for responsible and purposeful use of new technologies.” – stated Prof. Dr. Sc. Marina Merkas from the Croatian Catholic University.
Based on research Recommendations have been made for various stakeholders in the educational system. with the goal of leveraging the benefits of technology while minimizing risks in the interest of children's and young people's well-being. The recommendations emphasize the importance of critical thinking, protecting privacy, preventing cyberbullying, and finding a balance between digital and everyday life. Their goal is to help schools and families take advantage of digital technologies and artificial intelligence, while simultaneously reducing risks and preserving the well-being of children and young people.
Research on the use of digital technology and artificial intelligence and the well-being of children and youth in the academic year 2024/2025 can be downloaded HERE.
Recommendations for the application of digital technology in education can be downloaded HERE.
About the research
Research „The use of digital technology and the well-being of children and young people“ was conducted in 46 schools (24 primary and 22 secondary) from 16 counties participating in the BrAIn project, from January to May 2025, using a combination of quantitative and qualitative methodologies. A total of 3913 students, 924 parents/guardians, and 382 teachers participated in the survey part, and in 92 focus groups, 299 students, 51 parents/guardians, and 128 teachers participated, along with interviews conducted with 23 expert associates and 22 principals.