The first reflex when confronted with AI is to give it a task: “Write a characterization of Wokulski”. The result is often linguistically impressive, but substantively shallow – it is a compilation of commonly known facts. And this is where the key lies. Instead of using AI to generate ready-made answers, we need to teach students (and ourselves) how to use it to ask better questions and explore text from perspectives that have been difficult to access in a standard lesson until now.

Analysis Reading with AI – A new dimension of working with text

Traditional reading discussions often focus on the chronology of events and basic symbolism. With AI, we can go much further by involving students in the research process. Reading analysis with AI becomes an interactive adventure, not an obligation.

• AI as a Context Generator: Let’s imagine discussing “The Doll”. Instead of a dry lecture on positivism, we can ask AI a specific command: “Describe the everyday life of the inhabitants of Warsaw in the 1870s, focusing on the differences between the aristocracy and the bourgeoisie. Give examples of technologies that were exciting at the time.” In a few moments, students receive a rich background that brings the world presented in the novel to life and allows them to better understand the motivations of the characters.
• AI as an Intellectual Sparring Partner: Creative discussion of readings is about asking non-obvious questions. Instead of asking the students “What does the red color symbolize in the Wedding?”, we can ask them to conduct a dialogue with the AI: “You are a literary scholar specializing in the symbolism of Young Polish. Present three different, even contradictory, interpretations of the red symbol in Stanisław Wyspiański’s ‘The Wedding’, justifying each of them with quotes or references to the era.” The students’ task is not to accept the AI’s answer, but to assess which of the interpretations is the most convincing and to defend their position.
• AI as a Language Analysis Tool: We can paste a fragment of “Ferdydurke” and ask the AI: “Analyze this fragment in terms of the stylistic devices used (neologisms, anaphoras, epithets) and explain what function they play in building a grotesque image of the school.” The student receives an immediate analysis, which can become a starting point for a discussion about Gombrowicz’s form.

AI for Polish Teachers: Renewing Classic Forms of Expression

Forms such as character characterization or a dissertation have become the most vulnerable to “automation” by students. Instead of abandoning them, let’s change the rules of the game. The new approach assumes that the creative process is just as important, if not more important, than the final product.

Character Characteristics Generator as a Tool for Deep Psychological Exploration

The usual character characteristics generator creates a predictable description. However, we can use AI to get inside the hero’s head in a way that fascinates students and teaches them empathy.

• Interview with the Hero: This is one of the most powerful exercises. The student is given the task: “Interview Antigone. You ask questions, and I (ChatGPT) will play her character, answering according to her character, beliefs, and knowledge available in Sophocles’ tragedy.” By asking questions (“Don’t you regret your decision? How did you feel standing in front of Creon?”), the student must actively analyze the character’s motivations in order to have a meaningful conversation. A transcript of such an “interview” is a fantastic material for creating an in-depth, original characterization.
• The dilemma of the present: How to check if a student really understands Konrad Wallenrod’s value system? Let’s put him in front of a modern dilemma: “You are Konrad Wallenrod. Your nation is threatened by a powerful, hostile corporation that destroys the environment and exploits people. What methods, according to your character, would you use to fight, knowing that open resistance was impossible?” Such an exercise forces you to think about the essence of the character, and not just to recreate the facts from the reading.

How to write an AI-assisted essay to learn argumentation

The biggest fear of Polish studies – a dissertation written by AI. Let’s reverse this process 180 degrees. Let AI become a tool for perfecting the art of argumentation, not a substitute for it. The process of writing a dissertation is divided into stages, and in each of them AI plays a different, supporting role.

• Stage I: Brainstorming and Thesis Formulation. A student, having a topic for a dissertation, e.g. “Work – passion or duty?”, can ask AI: “Present three arguments for the fact that work is a passion and for the fact that it is a duty, based on examples from ‘The Doll’ and ‘Homeless People’.” The student is given structured material, but his task is to choose which perspective is closer to him and formulate his OWN thesis.
• Stage II: Building Structure and Searching for Evidence. With the thesis, the student can assign another task to the AI: “Help me build a three-part disssay structure for the thesis ‘Work becomes a passion only if it serves a higher idea’. Suggest what examples from literature and everyday life could illustrate each of the arguments.” Moreover, he may ask you to search for specific quotes: “Find in ‘Homeless People’ the passage in which Tomasz Judym talks about his sense of duty to society.” AI becomes an instant research assistant here.
• Stage III: Writing and Editing. The student, having the structure and material, writes the dissertation on his own. It can then use AI as an intelligent editor: “Analyze my text for logical consistency between paragraphs. Point out sentences that are too long and complicated. Suggest synonyms for the word ‘important’, which is repeated 5 times in my work.” This is not writing for a student. It is learning to take care of language style and precision – key Polish language competences. ChatGPT in a Polish lesson can be used for such live editorial workshops.

Artificial intelligence in schools – Practical scenarios for Polish language lessons

The theory sounds promising, but how do you translate it into the hustle and bustle of a 45-minute lesson? Modern methods in Polish with the use of AI must be dynamic and engaging.

• Lesson Debates with AI Assistant: The class is divided into two groups that are supposed to prepare arguments for debate, e.g. “Are romantic heroes role models today?”. One group has 15 minutes to prepare arguments traditionally, the other – with the help of AI. Then there is a debate. After that, we do not judge who won, but we discuss the process: What arguments did AI put forward? Were they accurate? Which group had to do more intellectual work to select and develop the best of them?
• “Unmask the Bot” workshop: The teacher generates three short analyses of the poem using AI. One is accurate, the second contains substantive errors (AI hallucinations), and the third is stylistically beautiful, but empty in content. The task of the students in the groups is to play the role of editors and literary critics, evaluate each of the analyses and justify their choice. This is an excellent exercise in critical thinking and reading comprehension.

A Polish language teacher as a guide, not a guardian of knowledge

As you can see, AI is not a threat for Polish studies , but an unimaginable opportunity. A chance to move away from schemes and boring summaries in favor of an authentic, intellectual adventure. Artificial intelligence relieves us of the burden of being the only source of knowledge and allows us to take on a new, more important role – a mentor, a guide to the world of information, a master in the art of asking questions and critical analysis.

The ideas and examples presented here are just the tip of the iceberg. It is an invitation to a world where technology and the humanities do not fight each other, but form a powerful alliance for deeper and more engaging education.

Do you want to learn more ready-made lesson scenarios, a bank of specific commands (prompts) and strategies for implementing AI not only in Polish, but throughout the school?

I invite you to read the full version of my original guide “Artificial Intelligence for Schools and Teachers”. This is a complete, hands-on AI guide for education, created by a teacher for teachers.

Do you want to learn more ready-made lesson scenarios, a bank of specific commands (prompts) and strategies for implementing AI not only in Polish, but throughout the school?

I invite you to read the full version of my original guide “Artificial Intelligence for Schools and Teachers”. This is a complete, hands-on AI guide for education, created by a teacher for teachers.

Artificial Intelligence and Differentiating Student Work – New Opportunities

Every Polish scholar faces a daily challenge: how to conduct a lesson that will be stimulating for a student with a literary flair, and at the same time will not discourage those for whom reading is a huge effort? Artificial intelligence in education offers unprecedented opportunities to personalize the learning process, allowing you to work with a student with special educational needs and those who are exceptionally gifted in a single lesson.

AI as an accelerator for gifted students

A student who “swallows” readings and quickly exhausts standard material often gets bored in class. AI for Polish language teachers becomes a tool for creating personalized challenges for them that develop their passions.

• Creating alternative scenarios: An advanced student can be given the task: “Use the AI to write an alternate ending to ‘Crime and Punishment’ in which Raskolnikov does not meet Sonia. How could his fate turn out? Present a psychologically plausible path of events, based on knowledge of his character.” Such a task not only requires excellent reading skills, but also teaches creative writing and cause-and-effect thinking on an almost academic level.
• Intertextual investigations: A gifted student can ask the AI: “Find the doppelgänger motif in European literature. Compare the way it is presented in ‘Crime and Punishment’ with its realization in the works of E.T.A. Hoffmann and Edgar Allan Poe.” AI will provide research material in no time, and the student’s task will be to critically analyze and synthesize it. This is work at the Olympic level, carried out as part of a standard lesson.

AI as an Assistant for Students with Disabilities

On the other hand, we have students for whom Sienkiewicz’s archaic language or Gombrowicz’s complex syntax are an insurmountable barrier. Artificial intelligence can become their personal translator and tutor.

• Language adaptation of the text: A student with dyslexia or difficulty understanding the text can paste a complicated passage from “The Deluge” and ask the AI: “Translate this passage into simpler, modern Polish, preserving its main meaning. It is not a shortcut, but a supporting tool that allows the student to break through the language barrier and reach the content in order to be able to participate in the discussion at all.
• Abstraction visualization: For students who are visual learners, abstract concepts like “romantic irony” may be incomprehensible. You can ask the AI: “Create a script for a short comic book scene that humorously explains what romantic irony is all about in ‘Kordian.'” Generating visual metaphors helps you assimilate difficult concepts.

Effective and ethical use of AI to differentiate classroom work requires pedagogical knowledge and sensitivity. Understanding what commands (prompts) to give to individual groups of students, how to monitor their work and how to evaluate their effort are key competencies that I discuss in detail in the guide. These are skills that every teacher should possess if they want to create a truly inclusive classroom. Therefore, every Polish language teacher who wants to respond to the diverse needs of their students should be interested in our comprehensive guide “Artificial Intelligence for Schools and Teachers”.

Preparing for the Matura exam in the AI era: The courage to change perspective

For many students, the Polish Matura exam is the culmination of their education. Traditional preparations were based on the analysis of sheets from previous years and “cramming” readings. AI allows for more dynamic and effective training of key exam skills.

• Unlimited Writing Coach: The student can write a paragraph of the essay and ask the AI: “Evaluate this passage in terms of the matura criteria: coherence, logic of argumentation, style and linguistic correctness. Give me specific tips on what I can improve.” It is an immediate feedback that allows you to correct errors on an ongoing basis.
• Matura Assignment Generator “on Demand”: Instead of waiting for the next sample sheets, the teacher or student can generate an infinite number of tasks: “Create a matura task of the ‘historical literature test’ type to the fragment of ‘Pan Tadeusz’ describing mushroom picking. The task should contain closed and open questions.” Such a function allows for an intense and varied workout.
• Master of Contexts: The key to a high score on the matura exam is the ability to combine readings with different contexts. The student can practice this competence by asking the AI: “Give three non-obvious contexts (philosophical, historical, artistic) in which the character of Hamlet can be analyzed.”

Preparing for exams with the help of AI is a powerful strategy, but it must be conducted wisely. Students need to understand that AI is a tool for practice and self-improvement, not for cheating on exam day. Skilfully introducing these techniques, presenting their benefits and setting clear ethical boundaries is a task for the teacher. It is the practical aspects of preparing students for external exams in the new digital reality that I devote a large part of my guide to.

Artificial Intelligence in Schools – It’s Time for Your Decision

The examples, techniques and strategies presented in both parts of this article are not futuristic visions, but real, available here and now. Artificial intelligence in schools is no longer an option, but a fact. Ignoring it would be tantamount to deciding not to use encyclopedias after the invention of printing or calculators in math lessons. These tools did not destroy education – they changed it, raising it to a higher level.

The same thing is happening now. We are at the epicenter of a revolution that is redefining the role of the teacher and the way we teach. We can either passively observe this process or become its active architects. The decision to acquire competences in the field of didactic use of AI is the most important investment in professional development today. It is an investment in the future of our students and in our own comfort of work.

However, it takes more than reading a single article to fully master this powerful tool. It requires structured knowledge, access to proven resources, and ready-to-deploy solutions.

That’s why my complete AI guide for education was created. I have collected hundreds of hours of testing, experiments and practical applications in one, easily digestible place. You no longer have to wander around the internet trying to separate valuable information from noise.

Every teacher – and especially a Polish scholar who is the guardian of critical thinking and the culture of words – should be interested in our extensive guide “Artificial Intelligence for Schools and Teachers”. It is designed to take you step-by-step from the absolute basics to the advanced level, where you will be able to use AI to enrich your lessons, save time and inspire students with confidence and creativity.

Join the leadership of educational transformation. Get a guide that will give you not only the knowledge, but also the confidence to shape tomorrow’s education.