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Explore Parents’ Views and Acceptance of Large Language Models Applied to Education

  • Xiujuan Wan 1,*,   
  • Qien Liu 1,   
  • Adebayo Saheed Adewale 2

Received: 22 Feb 2026 | Revised: 06 May 2026 | Accepted: 28 May 2026 | Published: 30 Jun 2026

Abstract

This study investigates Chinese parents’ perceptions and acceptance of artificial intelligence (AI) in secondary education through a large-scale survey of 313 respondents across Mainland China. Utilizing a structured questionnaire, the research examines the relationships between demographic factors—such as income, education level, and child age—and parents’ attitudes toward AI-assisted learning tools. Descriptive and inferential statistical analyses, conducted via SPSS, reveal that while 78.27% of parents are aware of AI in education, their understanding is often shaped by informal channels such as social media and personal networks. Recognition of specific tools like Deepseek and Kimi correlates with perceived accessibility and visibility. Despite general optimism regarding AI’s benefits—such as increased learning efficiency and support for educational planning—concerns persist around data privacy, over-reliance, and potential bias. Educational attainment significantly predicts both perceived knowledge and acceptance levels, suggesting the presence of a digital cognitive divide. The findings underscore the need for transparent, trustworthy, and inclusive AI policies that address ethical concerns and bridge communication gaps between schools and families. The study offers practical recommendations for co-creation models, regulation, and digital literacy interventions to promote equitable AI adoption in education.

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DOI
10.61414/wbgfyr12
Issue
Volume 8, Issue 2
How to Cite
Wan, X.; Liu, Q.; Adewale, A. S. Explore Parents’ Views and Acceptance of Large Language Models Applied to Education. Journal of Educational Technology and Innovation 2026, 8 (2), 85–99. https://doi.org/10.61414/wbgfyr12.
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