This study has examined the attitude and the perceived effect of AI on upper secondary schools’ history education. More precisely the study has looked at both history teachers and students’ different relationships to and the use of AI in history education. These relationships have been compared to each other. The method involved teacher-centred interviews and student-centred questionnaires.

The findings show that teachers have a mixed view of AI and experience it as transforming their role as teachers. They experience a need to adjust both the regular classroom education and exams to hinder students’ AI usage, which the teachers view as an uncritical learning tool, which does not impact their knowledge development positively. However, it is believed to have the potential of it. Furthermore, teachers perceive AI as negatively affecting relationship-building with students. However, teachers use AI in both lesson planning and in choosing content which can be described as a sounding-board that emphasizes their own competence and a problematic view of directly transferring AI responses to teaching. Students, however, view AI positively and use it as a facilitative tool when encountering resistance in the lesson or in the subject.

 Thus, AI influence both the teacher ó student, teacher ó subject and student ó subject-relationships. This conclusion is based upon AI´s performance expectancy and facilitating conditions for teachers, as well as performance and effort expectancy for students. In comparison both teachers and students view AI as a positive tool in their own respective fields. However, teachers express a more critical and all-encompassing view of its influence.