Purpose: Artificial intelligence (AI) has a significant impact on education, but little is known about how primary and lower secondary school students perceive AI in learning. This study aims to explore both student and teacher motivation and self-efficacy in relation to students’ perceptions of AI in learning.

Design/methodology/approach: Data from 907 primary and lower secondary school students and 53 corresponding class teachers from German speaking Switzerland was collected through questionnaires. Analysis was conducted using doubly multilevel structural equation modeling (ML-SEM).

Findings: Analysis revealed that students’ motivation to learn with digital media is significantly linked to their perception of AI at the individual level. Furthermore, students’ self-efficacy is positively associated with their motivation, with girls exhibiting lower self-efficacy to learn with digital media compared to boys. At the class level, teachers’ motivation to integrate digital media in teaching was significantly positively associated with student motivation.

Originality: This study is among the first to investigate primary and lower secondary school students’ perceptions of AI. It distinguishes itself by considering both student and teacher variables in a ML-SEM. Practical Implications: The research highlights the importance of fostering students’ self-efficacy and motivation to learn with digital media, particularly among female students. Additionally, it emphasizes the need for a supportive and motivating teacher-student dynamic to create a more positive perception of AI in learning. These findings provide valuable insights for integrating AI into primary and lower secondary school settings.