Use of Artificial Intelligence in Education: An Evaluation from Teachers’ Perspectives
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https://doi.org/10.5281/zenodo.15460358Keywords:
Artificial intelligence , education , teacher perspectivesAbstract
The aim of this study is to examine teachers’ perspectives on the use of artificial intelligence (AI) in education. The research was designed as a phenomenological study, a qualitative research method, and the study group consisted of 81 teachers selected through maximum variation sampling. Data were collected using a semi-structured interview form and analyzed through descriptive and content analysis techniques. The findings were categorized under four main themes: concepts associated with AI in education, purposes of use and reasons for non-use, advantages and limitations, and suggestions for effective use. AI in education was most frequently associated with concepts such as technology, convenience, robots, speed, computers, ChatGPT, innovation, practicality, materials, and accessibility. It was found that teachers mostly used ChatGPT and benefited from AI primarily in lesson planning processes, such as preparing teaching materials, conducting research, and creating classroom activities. The positive aspects of AI use in education included facilitating the lesson planning process, enhancing student participation and motivation, and enriching the learning experience. However, limitations included a lack of knowledge and skills, insufficient technological infrastructure and access, reduced cognitive effort, and ethical concerns. Recommendations for effective and ethical AI integration in education involved increasing awareness about its conscious and controlled use, organizing comprehensive training programs for teachers, and fostering AI literacy for students.
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