Student Perceptions of AI Preparedness in Secondary Education

Artificial intelligence (AI) is becoming increasingly integrated into the everyday lives of the current workforce, yet little is known about whether high school students feel prepared to join that workforce, especially one where AI plays a significant role. This study investigated students’ perceptions of AI preparedness, sources of AI skill development, and attitudes toward AI education. A cross-sectional survey was distributed to 226 students at a public high school in Florida. The survey measured AI confidence, perceived future preparedness, teacher-led AI exposure, and interest in AI instruction. Five hypothesis tests were conducted using correlational analysis and statistical sample testing. Results showed that AI confidence was strongly associated with perceived future preparedness, while teacher-led AI instruction showed a negligible relationship with preparedness outcomes. Students generally expected AI to be important in their future careers but reported significantly lower levels of readiness to work with it. Most respondents reported developing AI skills through self-learning rather than formal education. Interest in school-based AI instruction depended largely on whether students viewed AI as relevant to their careers, but most students showed little to no interest. The results highlight a gap between the increasing role of AI in the workforce and the extent to which schools are preparing students to engage with it effectively.