SEOUL, May 04 (AJP) - Seven out of 10 South Korean elementary school students in upper grades use generative artificial intelligence tools, surveyed showed Monday, with nearly 15 percent frequenting them to underscore how deeply AI has entered childhood education and daily life in one of the world’s most digitally connected societies.
According to a nationwide survey released Monday by the Korean Teachers and Education Workers Union, 72.1 percent of fourth- to sixth-grade elementary students said they had used generative AI tools like ChatGPT and Gemini. Among them, 57.4 percent said they used them occasionally, while 14.7 percent reported frequent use.
The online survey was conducted from April 9 to 22 among 2,804 upper elementary students nationwide ahead of Children’s Day.
Half of respondents said they spend more than two hours a day on smartphones, tablets or other smart devices after school. Smartphones are banned in classrooms in Korea.
Among them, 21.1 percent reported using devices for two to three hours daily, while 15.9 percent said they spent three to four hours. Another 12.2 percent said they use smart devices for more than four hours after school.
Longer screen time became markedly more common in higher grades. Among sixth graders, 36.8 percent said they used smart devices for more than three hours a day after school — more than double the 16.9 percent reported among fourth graders.
Heavy use was also more pronounced among older students. Some 16.5 percent of sixth graders said they spent more than four hours a day on devices, compared with 6.7 percent of fourth graders.
Only 4.7 percent of respondents said they do not use smart devices after school. Another 20.5 percent said they use them for less than one hour daily, while 25.6 percent reported one to two hours of use.
The survey suggested after-school supervision also plays a role in device dependency. Among children left alone after school, 16.5 percent reported using smart devices for more than four hours daily, compared with 9.7 percent among children who stayed with parents or other adults.
The teachers’ union said the findings point to widening gaps in after-school care and warned that a lack of supervision may be accelerating excessive reliance on digital devices.
About 40 percent of respondents also acknowledged difficulty controlling their smartphone use. When asked whether they struggled to stop using devices, 7.1 percent said “often,” while 33.9 percent answered “sometimes.”
Overall, 42.5 percent reported experiencing problems related to device use. The most common issue was excessive screen time, cited by 21.1 percent, followed by difficulty concentrating on studies at 16.8 percent and conflicts with family members over device use at 12.8 percent.
The findings echo broader international concerns over children’s growing dependence on AI and digital technology. The Organization for Economic Co-operation and Development said in its “Digital Education Outlook 2026” report that generative AI is spreading rapidly across education systems worldwide and is becoming increasingly accessible to students, while warning that overreliance on such tools could weaken learning and reduce engagement in cognitive processes.
The survey also suggested that smartphones may be filling a broader emotional and social void for children facing intense academic pressure and limited free time.
When asked what schools, families and society should prioritize to support children’s development, respondents most frequently cited ensuring sufficient time for rest and play, at 42.4 percent. That was followed closely by reducing academic burden at 42.0 percent. A safe environment free from school violence was cited by 34.8 percent.
The teachers’ union said the results reflect structural changes in children’s daily lives amid the rapid expansion of digital technology and called for urgent policy responses.
It proposed establishing national guidelines for AI use in education, creating clearer rules for smart-device use between schools and families, strengthening data privacy protections for minors, guaranteeing time for rest and play after school, and easing academic pressure through tighter regulation of private tutoring.
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