02.11.2026 21:50
Gen Z looks towards AI tutors and virtual classrooms
AI News
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Kaspersky’s survey of 7,200 people in 18 countries finds stronger Gen Z interest in AI tutors and VR/AR classrooms than among other generations. It measures expectations rather than experimentally proving learning outcomes.
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Interest in personalised learning
The 1 October release says 18% of Gen Z respondents consider personalised AI tutors among the most promising future technologies, compared with 16% across generations. For VR/AR classrooms featuring AI assistants, the corresponding figures are 14% and 12%.
The results describe awareness and expectations concerning digital education. Producing tailored explanations, adapting to a learner’s pace and offering different practice activities are potential applications. Considering a technology promising is not the same indicator as demonstrated educational improvement.
Increasing digital use in learning
Among Gen Z respondents, 68% say technology has become more widely used in their own education over the past five years, compared with 55% overall. For people growing up with online platforms and digital tools, AI can be seen as another stage of an already changing learning environment.
Kaspersky’s market-research centre conducted the study in 2026 with 7,200 participants across 18 countries, including Türkiye. The findings concern that respondent group, not separately representative results for every student in each country.
Teacher guidance and data protection
Kaspersky highlights three elements of AI literacy: verifying information, retaining human expertise and protecting personal data. Systems can generate incorrect, outdated or incomplete answers, so important information needs comparison with reliable sources.
Academic Affairs Director Evgeniya Russkikh points to both personalised-learning opportunities and risks from excessive reliance on algorithms. Critical thinking, independent problem-solving and teacher guidance remain important. Which platform receives student data, privacy settings and appropriate-use rules matter alongside technical access in the classroom.
Sources and further information: UNESCO guidance on generative AI.