What Do Teachers Think About the Use of Artificial Intelligence in Educational Environments?

Abstract

Artificial intelligence is employed regularly in many different fields. Artificial intelligence applications in educational settings have become commonplace, particularly in recent years. Thus, the purpose of this study was to investigate how educators felt about the use of AI in classrooms. The study was conducted with teachers working in different types of schools in a provincial center in Türkiye's Eastern Black Sea region. The qualitative research strategy used the case study method to perform the study. The study's subjects were chosen to maximize variety. Fifteen elementary and middle school instructors took part in the survey. Seven open-ended interview questions that the study's researchers created were used to gather data for the investigation. Using this data collection tool, researchers collected the study's data. Through content analysis, the study's data were examined comprehensively. According to this research, most teachers with different branches and experiences participating in the study stated that artificial intelligence would make the education process efficient and facilitate and accelerate the education process. In contrast, some of them stated that it would make students lazy. In addition, teachers stated that artificial intelligence will contribute to their professional development, but they need training to use it. Suggestions include conducting studies like this with teachers working at different school levels and other education stakeholders, as well as training teachers in this field.

Keywords

• Teacher Perspectives
• Artificial Intelligence
• Learning Settings

References

1. Adeshola, I., & Adepoju, A. P. (2023). The opportunities and challenges of ChatGPT in education. Interactive Learning Environments, 32(10), 6159–6172. https://doi.org/10.1080/10494820.2023.2253858
2. Ahmad, S. F., Rahmat, M. K., Mubarik, M. S., Alam, M. M., & Hyder, S. I. (2021). AI and its role in Education. Sustainability, 13, 12902. https://doi.org/10.3390/su132212902
3. Akdeniz, M., & Özdinç, F. (2020). Examination of Turkey addressing studies regarding artificial intelligence in education. YYU Journal of Education Faculty, 8(1), 912–932. https://doi.org/10.33711/yyuefd.938734
4. Akgun, S., & Greenhow, C. (2022). AI in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(3), 431–440. https://doi.org/10.1007/s43681-021-00096-7
5. Akyel, Y., & Tur, E. (2024). Prospects, challenges, and future directions in the research and investigation of AI’s potential and applications in educational sciences. Kırşehir Education Journal, 25(1), 645–711. https://doi.org/10.29299/kefad.1322341
6. Albadarin, Y., Saqr, M., Pope, N., & Tukiainen, M. (2024). A systematic literature review of empirical research on ChatGPT in education. Discover Education, 3, 60. https://doi.org/10.1007/s44217-024-00138-2
7. Alissa, R. A. S., & Hamadneh, M. A. (2023). The level of science and mathematics teachers’ employment of AI applications in the educational process. International Journal of Education in Mathematics, Science and Technology, 11(6), 1597–1608. https://doi.org/10.46328/ijemst.3806
8. Amarathunga, B. (2024). ChatGPT in education: unveiling frontiers and future directions through systematic literature review and bibliometric analysis. Asian Education and Development Studies, 13(5), 412–431. https://doi.org/10.1108/AEDS-05-2024-0101

9. Arslan, K. (2020). AI and applicatıons in education. Western Anatolia Journal of Educational Sciences, 11(1), 71–88. https://dergipark.org.tr/tr/download/article-file/1174773
10. Baker, T., & Smith, L. (2019). Educ-AI-tion rebooted? Exploring the future of AI in schools and colleges. Retrieved from Nesta Foundation. https://media.nesta.org.uk/documents/Future_of_AI_and_education_v5_WEB.pdf
11. Bilgin, N. (2014). Content analysis techniques and case studies in social sciences (3th ed). Siyasal Bookstore.
12. Bozkurt, A., & Sharma, R. C. (2023). Challenging the status quo and exploring the new boundaries in the age of algorithms: Reimagining the role of generative AI in distance education and online learning. Asian Journal of Distance Education, 18(1), i-viii. https://doi.org/10.5281/zenodo.7755273
13. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Scientific Research Methods (17th ed.). Pegem.
14. Cavalcanti, A. B., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y. S., Gašević, D., & Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers & Education: AI, 2, 100027. https://doi.org/10.1016/j.caeai.2021.100027
15. Cevher, A. H., & Yıldırım, S. (2024). Review of studies on chatbots designed for educational purposes. Turkish Journal of Educational Sciences, 22(1), 299-336. https://doi.org/10.37217/tebd.1301877
16. Chen, L., Chen, P., & Lin, Z. (2020). AI in education: A review. IEEE Access, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510
17. Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of AI in education. Computer and Education AI. 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118
18. Chu, H. C, Hwang, G. H., Tu, Y. F., & Yang, K. H. (2022). Roles and research trends of artificial intelligence in higher education: A systematic review of the top 50 most-cited articles. Australasian Journal of Educational Technology 38(3), 22–42. https://doi.org/10.14742/ajet.7526
19. Clarizia, F., Lemma, S., Lombardi, M., & Pascale, F. (2017). An ontological digital storytelling to enrich Tourist destinations and attractions with a mobile tailored story (pp. 567-581). In: Au, M., Castiglione, A., Choo, KK., Palmieri, F., Li, KC. (eds) Green, pervasive, and cloud computing. GPC 2017. Lecture Notes in Computer Science, vol 10232. Springer, Cham. https://doi.org/10.1007/978-3-319-57186-7_41
20. Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37–46. https://doi.org/10.1177/001316446002000104
21. Coşkun, F., & Gülleroğlu, H. D. (2021). Development of AI in history and its usage in education. Ankara University Journal of Faculty of Educational Sciences, 54(3), 947–966. https://doi.org/10.30964/Auebfd.916220
22. Çelik, I. (2023). Towards intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate AI (AI)-based tools into education. Computers in Human Behavior, 138, 107468. https://doi.org/10.1016/j.chb.2022.107468
23. Delgado, N., Campo Carrasco, L., Sainz de la Maza, M., & Etxabe-Urbieta, J. M. (2024). Application of AI (AI) in education: Benefits and limitations of AI as perceived by primary, secondary, and higher education teachers. Revista Electrónica Interuniversitaria de Formación del Profesorado, 27(1), 207–224. https://doi.org/10.6018/reifop.577211
24. Doğuş, Y., & Alptekin, S. (2025). Looking at the reform of the century of Türkiye education model through the lens of synchronization theory by wearing phenomenological glasses. Sakarya University Journal of Education, 15(2), 173-193. https://doi.org/10.19126/suje.1667279
25. Duan, H., & Zhao, W. (2024). The effects of educational AI-powered applications on teachers’ perceived autonomy, professional development for online teaching, and digital burnout. The International Review of Research in Open and Distributed Learning, 25(3), 57–76. https://doi.org/10.19173/irrodl.v25i3.7659
26. Erol, M., & Erol, A. (2024). Use of artificial intelligence (AI) technologies in education according to primary school teachers: Opportunities and challenges. Sakarya University Journal of Education, 14(3), 427–446. https://doi.org/10.19126/suje.1446227
27. Eyüp, B., & Kayhan, S. (2023). Preservice Turkish language teachers' anxiety and attitudes toward AI. International Journal of Education & Literacy Studies, 11(4), 43–56. http://dx.doi.org/10.7575/aiac.ijels.v.11n.4p.43
28. Ferikoğlu, D., & Akgün, E. (2022). An investigation of teachers’ AI awareness: A scale development study. Malaysian Online Journal of Educational Technology, 10(3), 215–231. http://dx.doi.org/10.52380/mojet.2022.10.3.407
29. Galindo-Domínguez, H., Delgado, N., Losada, D., & Etxabe, J. M. (2024). An analysis of the use of AI in education in Spain: The in-service teacher’s perspective. Journal of Digital Learning in Teacher Education, 40(1), 41–56. https://doi.org/10.1080/21532974.2023.2284726
30. Gezer, M. (2021). Sample selection and sampling methods. Çetin, B., İlhan, M. & Şahin, M.G. (Eds.). Research methods in education- Basic concepts, principles, and processes (pp. 133–159). Pegem.
31. Göçen, A., & Aydemir, F. (2020). AI in education and schools. Research on Education and Media, 12(1), 13–21. http://doi.org/10.2478/rem-2020-0003
32. Gürbüz, S., & Şahin, F. (2018). Research methods in social sciences (5th ed.). Seçkin.
33. Hartley, J. F. (1994). Case studies in organizational research. In C. Cassell and G. Symon (Eds.), Qualitative Methods in Organizational Research: A Practical Guide (pp. 208-229). Sage.
34. Haseki, H. I. (2019). What do Turkish preservice teachers think about AI? International Journal of Computer Science Education in Schools, 3(2), 3–23. https://doi.org/10.21585/ijcses.v3i2.55
35. Hinojo-Lucena, F. J., Aznar-Díaz, I., Cáceres-Reche, M. P., & Romero-Rodríguez, J. M. (2019). Artificial intelligence in higher education: A bibliometric study on its ımpact in the scientific literature. Education Sciences, 9(1), 51. https://doi.org/10.3390/educsci9010051
36. Holmes, W., Bialik, M., & Fadel, C. (2019). AI in education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
37. Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education, 57, 542–570. https://doi.org/10.1111/ejed.12533
38. Holmes, W., Persson, J., Chounta, I. A., Wasson, B., & Dimitrova, V. (2022). AI and education: A critical View through the lens of human rights, democracy, and the rule of law. Council of Europe.
39. Hrastinski, S., Olofsson, A. D., Arkenback, C., Ekström, S., Ericsson, E., Fransson, G., Jaldemark, J., Ryberg, T., Öberg, L. M., Fuentes, A., Gustafsson, U., Humble, N., Mozelius, P., Sundgren, M., & Utterberg, M. (2019). Critical imaginaries and reflections on AI and robots in post-digital K-12 education. Postdigital Science and Education, 1(2), 427–445. https://doi.org/10.1007/s42438-019-00046-x
40. Incerti, F. (2020). Preservice teachers’ perceptions of AI tutors for learning [Doctoral dissertation, Patton College of Education]. ProQuest Dissertations & Theses Global.
41. İşler, B., & Kılıç, M. Y. (2021). Use and development of AI in education. e-Journal of New Media, 5(1), 1-11.
42. Jara, I., & Ochoa, J. M. (2020). Usos y efectos de la inteligencia artificial en educación. https://publications.iadb.org/es/publications/spanish/viewer/Usos-y-efectos-de-la-inteligencia-artificial-en-educacion.pdf
43. Jimenez, I., & Boser, U. (2021, September 16). Future of testing in education: Artificial intelligence. https://www.americanprogress.org/article/future-testing-education-artificial-intelligence/
44. Johnson, R. B. (1997). Examining the validity structure of qualitative research. Education, 118 (2), 282–292.
45. Kabudi, T., Pappas, I., & Olsen, D. H. (2021). AI-enabled adaptive learning systems: A systematic mapping of the literature. Computers and Education: AI, 2, 100017. https://doi.org/10.1016/j.caeai.2021.100017
46. Karataş, Z. (2015). Qualitative research methods in social sciences. Spiritually Based Social Work. Journal of Research, 1(1), 62-80.
47. Kartal, G. (2024). The influence of Chat GPT on the thinking skills and creativity of EFL student teachers: Narrative inquiry. Journal of Education for Teaching, 50(4), 627–642. https://doi.org/10.1080/02607476.2024.2326502
48. Kır, Ş., & Şenocak, D. (2022). The use of artificial intelligence in the context of learner support services in open and distance learning systems. Journal of Digital Technologies and Education, 1(1), 36–56. https://doi.org/10.5281/zenodo.6647642
49. Kuhail, M. A., Alturki, N., Alramlawi, S., & Alhejori, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28, 973–1018. https://doi.org/10.1007/s10639-022-11177-3
50. Küçükkara, M. F., Ünal, M., & Sezer, F. (2024). Preschool education teachers’ views on artificial intelligence. Journal of Basic Education Research, 4(1), 17–28. https://doi.org/10.55008/te-ad.1431142
51. Landis, J. R., & Koch, G. G. (1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers. Biometrics, 33(2), 363–374. https://doi.org/10.2307/2529786
52. Lindner, A., Romeike, R., Jasute, E., & Pozdniakov, S. (2019, 23-25 October). Teachers’ perspectives on AI. 12th International conference on informatics in schools, Situation, Evaluation and Perspectives. Lausanne, Switzerland.
53. Majid, I., & Lakshmi, Y. V. (2022). AI in education. The Indian Journal of Technical Education. 45(3), 11-16.
54. McCarthy, J., Minsky, M., Rochester, N., & Shannon, C. (1955). A proposal for Dartmouth Summer Research Project on AI. http://wwwformal.stanford.edu/jmc/history/dartmouth.pdf
55. Mc Millan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction (5th ed.). Priscilla McGeehon.
56. Mc Kinsey, & Company. (2024, April 2). What is generative AI? https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-is-generative-ai
57. Megahed, F. M., Chen, Y. J., Ferris, J. A., Knoth, S., & Jones-Farmer, L. A. (2023). How generative AI models such as ChatGPT can be (mis)used in SPC practice, education, and research? An exploratory study. Quality Engineering, 36(2), 287–315. https://doi.org/10.1080/08982112.2023.2206479
58. Merriam, S. B., & Tisdell, E. J. (2009). Qualitative research. A guide to design and implementation. John Wiley-Sons.
59. Metin, R., & Kuzey, M. (2025). Teacher role models based on prospective teachers’ vital memories. Journal of Bayburt Education Faculty, 20(45), 94–121. https://doi.org/10.35675/befdergi.1469665
60. Miles, M., B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed). Thousand Oaks, CA: Sage.
61. Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Sage.
62. MoNE (2023a, November 30). The curriculum of the "AI Applications" course in secondary schools was prepared.https://www.meb.gov.tr/ortaokullarda-yapay-zek-uygulamalari-dersinin-mufredatihazirlandi/haber/31761/tr
63. MoNE (2023b, December 31). The role and development of teachers in education and training in the Turkish century, the second century of the Republic. https://ttkbyayin. meb.gov.tr/yayin/171
64. Murtaza, M., Ahmed, Y., Shamsi, J. A., Sherwani, F., & Usman, M. (2022). AI-based personalized e-learning systems: Issues, challenges, and solutions. IEEE Access, 10, 81323-81342. https://doi.org/10.1109/ACCESS.2022.3193938
65. Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B. P. T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28, 4221–4241. https://doi.org/10.1007/s10639-022-11316-w
66. OECD. (2019). TALIS 2018 Results (Volume I): Teachers and school leaders as lifelong learners, TALIS, OECD Publishing. https://dx.doi.org/10.1787/1d0bc92a-en
67. OECD. (2021). OECD digital education outlook 2021, pushing the frontiers with AI, blockchain and robots. OECD Publishing. https://doi.org/10.1787/589b283f-en
68. OECD (2021), OECD digital education belpan outlook 2021: Pushing the Frontiers with Artificial intelligence, blockchain, and robots. OECD Publishing. https://doi.org/10.1787/589b283f-en
69. OECD. (2022). Building the future of education. https://web-archive.oecd.org/2022-11-30/618066-future-of-education-brochure.pdf
70. Okonkwo, C. W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2. 100033. https://doi.org/10.1016/j.caeai.2021.100033
71. Ozan Leylum, Ş., Odabaşı, H. F., & Kabakçı–Yurdakul, I. (2017). The importance of case study research in educational settings. Journal of Qualitative Research in Education, 5(3), 369–385. https://doi.org/10.14689/issn.2148- 2624.1.5c3s16m
72. Özer, S., Yazıcı, A. S., Akgül, S., & Yıldırım, A. (2023). Teacher opinions on the use of artificial intelligence in schools. National Education Journal, 3(10), 1776–1794. https://doi.org/10.5281/zenodo.10085759
73. Patton, M. Q. (2018). Qualitative research and evaluation methods (2th ed.). Pegem.
74. Pelletier, K., Brown, M., Brooks, D. C., McCormack, M., Reeves, J., Arbino, N., Bozkurt, A., Crawford, S., Czerniewicz, L., Gibson, R., Linder, K., Mason, J., & Mondelli, V. (2021). 2021 EDUCAUSE horizon report teaching and learning edition. https://www.learntechlib.org/p/219489/
75. Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for education and research: opportunities, threats, and strategies. Applied Science, 13(9), 57–83. https://doi.org/10.3390/app13095783
76. Russell, S., & Norvig, P. (2021). AI: A modern approach (3th ed). Prentice Hall.
77. Sămărescu, N., Bumbac, R., Zamfiroiu, A., & Iorgulescu, C. M. (2024). AI in education: Next-gen teacher perspectives. Amfiteatru Economic, 26(65), 145–161. https://doi.org/10.24818/EA/2024/65/145
78. Sangapu, I. (2018). Artificial intelligence in education- From a teacher and a student perspective. Social Science Research Network. https://doi.org/10.2139/SSRN.3372914
79. Seufert, S., Guggemos, J., & Sailer, M. (2020). Technology-related knowledge, skills, and attitudes of pre-and in-service teachers: The current situation and emerging trends. Computers in Human Behavior, 115, 106552. https://doi.org/10.1016/j.chb.2020.106552
80. Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the facebook messenger. Computer & Education, 151, 1–11. 103862. https://doi.org/10.1016/j.compedu.2020.103862
81. Su, J., & Yang, W. (2023). Powerful or mediocre? Kindergarten teachers’ perspectives on using ChatGPT in early childhood education. Interactive Learning Environments, 32(10), 6496–6508. https://doi.org/10.1080/10494820.2023.2266490
82. Susnjak, T., & McIntosh, T. R. (2024). ChatGPT: The end of online exam integrity? Education Sciences, 14(6), 656 https://doi.org/10.3390/educsci14060656
83. Şenocak, D. (2020). AI in open and distance learning environments: The opportunities it offers and the concerns it creates. Journal of Open Education Applications and Research, 6(3), 56–78.
84. Tekin, N. (2023). AI in education: A content analysis on trends in research from Türkiye. Journal of Necmettin Erbakan University Ereğli Faculty of Education, 5(Special Issue), 387–341. https://doi.org/10.51119/ereegf.2023.49
85. UNICEF (2021). Policy guidance on AI for children. https://www.unicef.org/globalinsight/reports/policy-guidance-ai-children
86. UNESCO. (2021). AI and education: Guidance for policy-makers. https://unesdoc.unesco.org/ark:/48223/pf0000376709
87. Vera, M. M. S. (2024). La inteligencia artificial como recurso docente: Usos y posibilidades para el profesorado. Educar, 60(1), 33–47. https://doi.org/10.5565/rev/educar.1810
88. Viktorivna., K. L., Oleksandrovych, V. A., Oleksandrivna, K. I., & Oleksandrivna, K. N. (2022). Artificial intelligence in language learning: What are we afraid of. Arab World English Journal, Special Issue, 8, 262-273. https://dx.doi.org/10.24093/awej/call8.18
89. Wang, L., & Kokotsaki, D. (2018). Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China. Thinking Skills and Creativity, 29, 115–130. https://doi.org/10.1016/j.tsc.2018.06.002
90. Wu, R., & Yu, Z. (2024). Do AI chatbots improve students' learning outcomes? Evidence from a meta-analysis. British Journal of Educational Technology, 55(1), 10–33. https://doi.org/10.1111/bjet.13334
91. Yıldırım, A., & Şimşek, H. (2021). Qualitative research methods in the social sciences (13th ed.). Seçkin.
92. Yıldırım, A., & Şimşek, H. (2008). Qualitative research methods in social sciences. Seçkin.
93. Yılmaz, A. (2023). Digital applications, AI, and smart software in science education: Threats and opportunities. A. Akpınar (Ed.), Research on Mathematics and Science–II in (pp. 1-19). Özgür Publishing. https://doi.org/10.58830/ozgur.pub165
94. Yıldırım, K. (2010). Improving quality in qualitative research. Primary Education Online, 9(1), 79-92.
95. Yin, R. K. (2009). Case study methods: Design and methods (4th ed.) Thousand Oaks: Sage Pbc.
96. Zhang, C., Schießl, J., Plößl, L., Hofmann, F., & Gläser-Zikuda, M. (2023). Acceptance of artificial intelligence among preservice teachers: A multigroup analysis. International Journal of Educational Technology in Higher Education, 20(49). https://doi.org/10.1186/s41239-023-00420-7
97. Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. Computers and Education AI, 2, 100025. https://doi.org/10.1016/j.caeai.2021.100025