In-service Teachers’ Perceptions of Artificial Intelligence Based Education
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Discussions about artificial intelligence (AI) in education have evolved significantly since the late 20th century, highlighting its necessity in elementary and secondary education. This study investigates in-service teachers’ perceptions of AI integration and explores strategies to enhance its utilization in education. Survey data from 400 elementary and secondary school teachers in A Province were analyzed using t-tests, one-way ANOVA, and cross-tabulation. Results reveal gender-based differences, with male teachers demonstrating higher AI acceptance and teaching efficacy compared to female teachers. Teachers with 5-10 years of teaching experience scored statistically significantly higher in AI ease of use and AI usefulness than those with over 20 years of experience. Subject-specific preferences for AI usage varied by gender, school level, and years of teaching. Moreover, the study emphasizes the importance of equipping teachers with AI knowledge to optimize learning environments. These findings offer valu able insights for developing tailored support systems and professional development programs to empower teachers in implementing AI-based education.
Abstract
Discussions about artificial intelligence (AI) in education have evolved significantly since the late 20th century, highlighting its necessity in elementary and secondary education. This study investigates in-service teachers’ perceptions of AI integration and explores strategies to enhance its utilization in education. Survey data from 400 elementary and secondary school teachers in A Province were analyzed using t-tests, one-way ANOVA, and cross-tabulation. Results reveal gender-based differences, with male teachers demonstrating higher AI acceptance and teaching efficacy compared to female teachers. Teachers with 5-10 years of teaching experience scored statistically significantly higher in AI ease of use and AI usefulness than those with over 20 years of experience. Subject-specific preferences for AI usage varied by gender, school level, and years of teaching. Moreover, the study emphasizes the importance of equipping teachers with AI knowledge to optimize learning environments. These findings offer valu able insights for developing tailored support systems and professional development programs to empower teachers in implementing AI-based education.