<![CDATA[Pupils’ curiosity is a core character trait for learning in the digital age, yet studies of artificial intelligence (AI) in education mostly examine academic achievement rather than character. This study aimed to analyse the effect of the use of AI by teachers and pupils on pupils’ curiosity. A quantitative correlational approach with a cross-sectional design was applied to 31 pupils and 27 secondary school teachers in Kerinci Regency, who completed online Likert-scale questionnaires (SPAIGP and SPAISB). The data were analysed in SPSS using descriptive statistics, classical assumption tests, and regression analysis. The results indicate that AI use has a significant positive effect on pupils’ curiosity after the classical assumption tests were met. The findings suggest that AI supports exploratory learning but requires judicious guidance from teachers to avoid reliance on instant answers. Theoretically, the study extends research on AI in education from achievement to character. Practically, it highlights the central role of teachers in guiding the critical use of AI. The small sample from a single regency and the self-reported data limit the generalisability of the findings.]]>
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