Generative Artificial Intelligence Use Among Students: A Cross-National Comparison Between Türkiye and England

Abstract

Generative artificial intelligence (GenAI) tools are increasingly present in children’s everyday digital lives, yet research on primary school students remains limited. This study examines how students in Türkiye and England conceptualise and use GenAI, and whether family AI use is associated with students’ own use. A quantitative cross-national survey was conducted with 359 students in Türkiye and 98 students in England. The questionnaire included open-ended and closed-ended items on AI conceptualisations, frequency of use, purposes of use, and family AI use. Open-ended responses were coded thematically, and chi-square tests were used to examine group differences and associations. Findings showed that students in Türkiye more often described AI in technological and functional terms, whereas unclear understanding was more common among students in England. GenAI use frequency did not differ significantly between countries, with most students reporting occasional use. However, purposes of use varied: students in Türkiye reported more diverse and creative uses, while students in England more often used GenAI for information seeking or reported unclear/non-use. In the England sample, family AI use was strongly associated with students’ own use frequency. The study highlights the need for developmentally appropriate AI literacy initiatives involving both schools and families.