Teachers’ Attitude Towards the Instructional Role of AI Technologies

Abstract

The rapid integration of artificial intelligence in education has transformed teaching and learning. This study explores teachers’ attitudes towards the instructional role of AI technologies. Data were collected from 35 teachers across basic education through an online survey. Teachers have an understanding about AI concepts, tools, and its limitations and risks. The lowest-rated knowledge item concerns whether AI can reduce repetitive administrative work. They react to AI in a largely positive way. Behavioural intentions toward using AI are more cautious. They are only moderately willing to experiment with AI tools, join related training, or adjust teaching methods based on AI recommendations. The use of AI in the preparation of instructional materials and student assessments yields the lowest scores. The study concludes that teachers recognize the promise of AI technologies for education and organizational readiness is crucial for meaningful integration into instructional practice. However, the limitations and risks of AI technologies must be carefully managed. Ethical frameworks, equitable access policies, and robust teacher training are essential to mitigate the negative impacts.