AI in Education and the Polish AI Ecosystem: Guide, Risks, and Made in Poland Companies

AI in education is no longer a "future" topic.

In Poland and abroad, it has entered the daily practice of students, teachers, parents, and educational service providers faster than stable rules for its use could be established.

The most important conclusion is simple: artificial intelligence can support learning, personalization, accessibility, and teachers' work, but only when embedded in pedagogy, human supervision, data protection, and reliable evaluation.

When it operates solely as a shortcut to a ready answer, it improves task completion, but it does not necessarily improve learning.

NASK data shows that generative AI is not an abstraction in Polish schools.

A report on generative AI in Polish schools indicated that 25% of teachers in grades 4-8 used such tools in their professional work at least once, mainly for preparing materials, scenarios, translations, and organizing work.

Simultaneously, young people use AI outside the formal school implementation, creating a gap between students' practices and institutional rules.

This report looks at AI in education broadly: from studies by OECD, UNESCO, the European Commission, and NASK, to real risks for schools, and to the Polish ecosystem of AI companies.