Polat, SeyatSeyatPolat0000-0002-8570-2161Sarıdaş, GürkanGürkanSarıdaş2026-08-032026-08-0320261435-56550951-5666https://fis.uni-bamberg.de/handle/uniba/116560This meta-synthesis analyzed qualitative studies on elementary students’ perspectives on AI. A comprehensive search identified 4756 studies. After screening, 23 studies were included in the meta-synthesis. A thematic synthesis approach was employed to analyze the qualitative findings. AI supported self-paced learning, autonomy, and motivation while providing individualized opportunities. Students held cognitively limited and simplified definitions. Affectively, students experienced positive emotions, such as curiosity and trust, as well as negative emotions, such as anxiety and fear. Students found AI enjoyable and easy, but reported challenges related to adaptation, technical and pedagogical barriers, data privacy, and ethical concerns. AI promoted equality of opportunity and participation; however, issues of integration and pedagogical limitations remain. AI supports learning at the primary level but requires a multidimensional approach including ethical, pedagogical, and systemic considerations.engElementary studentsArtificial intelligenceMeta-synthesisEducational systemsarticle10.1007/s00146-026-03007-8