## 1 Introduction  
The application of artificial intelligence (AI) technology in the field of education is currently undergoing rapid development. AI, through intelligent sensing, teaching algorithms, and data-driven decision-making, enables automated analysis and precise interventions for learners, teachers, and educational content. It provides timely and personalized guidance and feedback, supporting and fulfilling educational and learning needs. As a revolutionary technology, AI's application in education is highly anticipated, not only having a profound impact on traditional teaching models and educational ecosystems but also sparking widespread discussions and attention across society [1]. The promotion and application of AI technology are closely tied to the public's awareness and acceptance. Despite AI's promising prospects in the educational field, public sentiment has a direct and far-reaching impact on the practical application and sustained development of AI technology. If the public's attitude towards AI is predominantly negative, it may lead to rejection of the tech nology or hinder its widespread adoption, affecting its application scenarios, acceptance, and future development [2]. Attitude is defined as an individual's positive or negative response to a specific object, ultimately forming a favorable or unfavorable psychological tendency [3]. Artificial intelligence (AI) has driven new learning models and improved teachers' workflows. However, with the emergence of a new technology, not all users will correctly understand and apply it. The controversial nature of AI technology may also lead to polarization in public discourse. Therefore, when introducing AI technology, it is essential to investigate public attitudes towards the technology and analyze the factors influencing these sentiments [3]. Previous research has emphasized the importance of learners' attitudes towards technology, highlighting that these attitudes play a crucial role in their ability to absorb or engage with technological tools. Notably, negative attitudes towards technology are associated with reduced interest in technology-based learning and negative perceptions of technological tools. Such emotions hinder the effective use of technology, thereby obstructing the learning process [4]. Negative attitudes towards technology may adversely affect users' willingness and efficiency in using technological platforms [5]. Therefore, when introducing new technology, it is necessary to investigate public sentiment towards the technology and explore the potential factors influencing it. In recent years, with the penetration of social media and the internet into public life, people tend to exchange and share various opinions on social networks, making online public opinion an important channel for reflecting public sentiment. A massive amount of information spreads rapidly and instantaneously through social networks, triggering widespread emotional resonance. Monitoring and analyzing AI-related public opinion on online social platforms can serve as a significant revelation of societal sentiment and collective consciousness [6; 7]. Currently, research on the application of artificial intelligence technology in education mainly focuses on aspects such as the technical implementation of educational applications, the assessment of teaching effectiveness, and its impact on traditional education. For example, [PERSON] et al. analyzed the application of AI intelligent teaching systems in personalized learning [8], [PERSON] et al. studied the role of AI teaching assistants in improving classroom teaching quality [9], and [PERSON] et al. explored the multiple roles of AI technology in personalized learning, adaptive learning, and other areas [10]. At present, there are two opposing viewpoints regarding the use of AI in education. Some view it as a valuable tool that can enhance learning and reduce teachers' workload, adopting a positive attitude towards AI [11].