Primary School Teachers’ Experiences with Generative Artificial Intelligence in Education: Opportunities and Limitations

Mehmet Zahid Özsongür; Zuhal Çeliktürk Sezgin

doi:10.33418/education.1714789

TR EN

Sınıf Öğretmenlerinin Eğitimde Üretken Yapay Zeka Deneyimleri: Fırsatlar ve Sınırlılıklar

Abstract

Üretken yapay zeka, yapay zeka sistemlerinin bir alt alanı olarak tanımlanmakta ve birçok alanda olduğu gibi eğitimde de giderek daha yaygın bir şekilde kullanılmaktadır. Bu araştırmanın amacı, sınıf öğretmenlerinin eğitimde üretken yapay zeka kullanımına ilişkin görüşlerini ve uygulama deneyimlerini anlayabilmektir. Araştırma, temel nitel araştırma deseniyle yürütülmüştür. Araştırmanın çalışma grubunu İstanbul’da görev yapmakta olan 27 tane sınıf öğretmeni oluşturmuştur. Araştırmanın verileri yarı yapılandırılmış görüşmeler yoluyla elde edilmiştir. Görüşmeler 11 Aralık 2023-19 Ocak 2024 tarihleri arasında yüz yüze gerçekleştirilmiştir. Elde edilen veriler içerik analizi yöntemi ile çözümlenmiştir. Araştırma bulgularına göre, sınıf öğretmenleri üretken yapay zeka araçlarının kaynaklara erişimi kolaylaştırdığını, içerik üretim süreçlerinde önemli kolaylıklar sağladığını ve bireyselleştirilmiş öğretim materyalleri oluşturma konusunda katkı sunduğunu belirtmişlerdir. Ayrıca, üretken yapay zeka araçlarının idari iş yükünü azaltarak, sınıf öğretmenlerine öğretim süreçlerine daha fazla zaman ayırmalarına olanak tanıdığı ifade etmişlerdir. Sınıf öğretmenleri, üretken yapay zeka araçlarının sınıf yönetimini desteklediğini, geri bildirim süreçlerini hızlandırdığını ve öğrencilerin yaratıcı, eleştirel ve problem çözme becerilerini geliştirmede etkili olabileceğini düşündüklerini dile getirmişlerdir. Bununla birlikte, üretken yapay zeka teknolojilerinin eğitim sistemlerine entegre edilebilmesi için öğretmenlere yönelik yeterli eğitim ve teknik desteğin sağlanmasının gerekliliğini vurgulamışlardır. Araştırmadan elde edilen bulgular doğrultusunda, üretken yapay zekanın eğitim alanındaki etkilerinin derinlemesine anlaşılabilmesi için uygulamalı ve boylamsal nitelikte araştırmalar yapılması önerilmektedir.

Keywords

Üretken yapay zeka, Eğitimde üretken yapay zeka, Sınıf Öğretmenleri

Primary School Teachers’ Experiences with Generative Artificial Intelligence in Education: Opportunities and Limitations

Abstract

Defined as a subfield of artificial intelligence systems, generative artificial intelligence (GenAI) is increasingly utilised across many domains, including education. The purpose of this study is to understand primary school teachers' perspectives and practical experiences regarding the use of GenAI in education. The research was conducted using the basic qualitative research design. The study group of the research consisted of 27 primary school teachers working in Istanbul. The data of the study were obtained with a semi-structured interview form developed by the researchers. The interviews were conducted face-to-face from December 2023 to January 2024. The collected data were analyzed using content analysis. According to the findings, primary school teachers reported that GenAI tools facilitate access to resources, provide significant ease in content creation processes, and contribute to the development of personalised instructional materials. Moreover, it was found out that GenAI tools reduce administrative workload, and therefore, allow teachers to allocate more time to teaching processes. The primary school teachers also expressed that GenAI tools support classroom management and accelerate feedback processes. These tools are considered to be effective in developing students' creativity, critical thinking, and problem-solving skills. However, it was also emphasised that it is a must to provide adequate training and technical support to teachers for the effective integration of GenAI technologies into educational systems. Based on the findings, it is recommended to be conducted applied and longitudinal qualitative studies be conducted to achieve an in-depth understanding of the impacts of GenAI in the field of education.

Keywords

Generative artificial intelligence, GenAI in education, Primary school teachers.

References

Ahmad, S. F., Rahmat, M. K., Mubarik, M. S., Alam, M. M., & Hyder, S. I. (2021). Artificial intelligence and its role in education. Sustainability, 13(22), 1-11. https://doi.org/10.3390/su132212902
Arslan, K. (2020). Artificial intelligence and applications in education. Western Anatolia Journal of Educational Sciences, 11(1), 71-88.
Bogdan, R. C., & Biklen, S. K. (2022). Qualitative research for education an introduction to theory and methods (S. Balcı & B. Ahi, Trans.) [in Turkish]. Pegem Akademi Yayıncılık.
Bozkurt, A. (2023). ChatGPT, generative artificial intelligence and algorithmic paradigm shift. CRES Journal Critical Reviews in Educational Sciences, 4(1), 63-72. https://doi.org/10.59320/alanyazin.1283282
Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C. M., Romero-Hall, E., Koutropoulos, A., … & Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53-130. https://doi.org/10.5281/zenodo.7636568
Chan, C.K.Y., & Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(43), 1-18. https://doi.org/10.1186/s41239-023-00411-8
Creswell, J. W. (2023). Qualitative inquiry and research design: Choosing among five approaches (Trans. Eds. M. Bütün & S. B. Demir; 7th Rev. Ed.) [in Turkish]. Siyasal Kitabevi. (Original work published in 2013)
Çakır, Z., Ceyhan, M. A., Gönen, M. & Erbaş, Ü. (2023). Paradigm shift in education and sports sciences with developments in artificial intelligence technologies. Dede Korkut Spor Bilimleri Dergisi [Dede Korkut Journal of Sports Sciences], 1(2), 56-71.
Çetin, M., & Aktaş, A. (2021). Artificial intelligence and future scenarios in education. OPUS International Journal of Society Researches, 18, 4225-4268. https://doi.org/10.26466/opus.911444
Çolak Yazıcı, S., & Erkoç, M. (2024). Analysis of chemistry, physics, biology and science teachers' opinions and attitudes towards the use of artificial intelligence according to technology acceptance model. Western Anatolia Journal of Educational Sciences, 15(2), 1606-1641. https://doi.org/10.51460/baebd.1496347

Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results (Doctoral dissertation, Massachusetts Institute of Technology). http://hdl.handle.net/1721.1/15192
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Doshi, A. R., & Hauser, O. (2024). Generative artificial intelligence enhances creativity but reduces the diversity of novel content. Science Advances, 10(28), eadn52-90. https://doi.org/10.1126/sciadv.adn5290
Dülger, E. D., & Gümüşeli, A. İ. (2023). Views of school principals and teachers on using artificial intelligence in education. ISPEC International Journal of Social Sciences & Humanities, 7(1), 133-153. http://doi.org/10.5281/zenodo.7766578
Erkutlu, H., Erdemir Ergün, E., Köseoğlu, İ., & Vurgun, T. (2023). Artificial intelligence and organizational behaviour. Nevşehir Hacı Bektaş Veli Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Nevşehir Hacı Bektaş Veli University Journal of Social Sciences Institute], 13(3), 1403-1417. https://doi.org/10.30783/nevsosbilen.1246678
Fissore, C., Floris, F., Conte, M. M., & Sacchet, M. (2024). Teacher training on artificial intelligence in education. In D.G., Sampson, D. Ifenthaler & P. Isaías (Eds.), Smart learning environments in the post pandemic era. Cognition and exploratory learning in the digital age. (pp. 227-244). Springer. https://doi.org/10.1007/978-3-031-54207-7_13
Göçen, A., & Aydemir, F. (2020). Artificial intelligence in education and schools. Research on Education and Media, 12(1), 13-21. https://doi.org/10.2478/rem-2020-0003
Jose, D. (2024). Data privacy and security concerns in AI-Integrated educational platforms. Recent trends in Management and Commerce, 5(2), 87-91. https://doi.org/10.46632/rmc/5/2/19
Kim, N., & Kim, M. (2022). Teacher’s perceptions of using an artificial intelligence-based educational tool for scientific writing. Frontiers in Education, 7, 1-13. https://doi.org/10.3389/feduc.2022.755914
Köse, B., Radıf, H., Uyar, B., Baysal, İ., & Demirci, N. (2023). The importance of artificial intelligence in education according to teachers' views. Journal of Social, Humanities and Administrative Sciences, 9(71), 4203-4209. http://dx.doi.org/10.29228/JOSHAS.74125
Kurtdede Fidan, N., & Kayar, İ. (2025). Primary school teachers' views on artificial intelligence: Applications, future plans, and concerns. Western Anatolia Journal of Educational Sciences, 16(1), 1745-1773. https://doi.org/10.51460/baebd.1583635
Lee, G-G., Mun, S., Shin, M-K., & Zhai, X. (2025). Collaborative learning with artificial intelligence speakers: Pre-service elementary science teachers’ responses to the prototype. Science & Education, 34, 847–875. https://doi.org/10.1007/s11191-024-00526-y
Lin, P. Y., Chai, C. S., Jong, M. S. Y., Dai, Y., Guo, Y., & Qin, J. (2021). Modeling the structural relationship among primary students’ motivation to learn artificial intelligence. Computers and Education: Artificial Intelligence, 2, 100006. https://doi.org/10.1016/j.caeai.2020.100006
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
MacPhail, C., Khoza, N., Abler, L. A., & Ranganathan, M. (2016). Process guidelines for establishing intercoder reliability in qualitative studies. Qualitative Research, 16, 198-212. https://doi.org/10.1177/14687941155770
Merriam, S. B. (2013). Qualitative research: A guide to design and implementation. (Trans. Ed. S. Turan) [in Turkish]. Nobel Akademik Yayıncılık.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19, 1-13. https://doi.org/10.1177/1609406919899220
Özer, S., Sancar Yazıcı, A., Akgül, S., & Yıldırım, A. (2023). Teachers' views on the use of artificial intelligence in schools. Ulusal Eğitim Dergisi / National Journal of Education, 3(10), 1776-1794. https://doi.org/10.5281/zenodo.10085758
Patton, M. Q. (2014). Qualitative research & evaluation methods (M. Bütün & S. B. Demir, Trans. Eds.) [in Turkish]. Pegem Akademi Yayıncılık.
Russell, S. J., & Norvig, P. (2010). Artificial intelligence: A modern approach (3rd Ed.). Prentice Hall.
Sengar, S.S., Hasan, A.B., Kumar, S., & Carroll, F. (2024). Generative artificial intelligence: A systematic review and applications. Multimedia Tools and Applications, https://doi.org/10.1007/s11042-024-20016-1
Seyrek, M., Yıldız, S., Emeksiz, H., Şahin, A., & Türkmen, M. T. (2024). Teachers' perceptions on the use of artificial intelligence in education. International Journal of Social and Humanities Sciences Research (JSHSR), 11(106), 845–856. https://doi.org/10.5281/zenodo.11113077
Sontay, G., Kazancı, Y., & Karamustafaoğlu, O. (2024). What do classroom teachers think about artificial intelligence applications in teaching? Istanbul Education Journal (ISTJ), 1(1), 98-120. https://doi.org/10.71270/istanbulegitim.istj.1586392
Tao, B., Díaz, V., & Guerra, Y. (2019). Artificial intelligence and education, challenges and disadvantages for the teacher. Arctic Journal, 72(12), 30-50.
Toma, R., & Yanez-Perez, I. (2024). Effects of ChatGPT use on undergraduate students’ creativity: a threat to creative thinking? Discover Artificial Intelligence, 4(74). https://doi.org/10.1007/s44163-024-00172-x
Uyak, S., Güngör Uyak, S., Ürey, D., Keskin, Ö., Aymaz, A., & Aydın, İ. (2023). Artificial intelligence applications in preschool education institutions: Administrators and teachers' opinions. International Social Mentality and Researcher Thinkers Journal, 9(75), 4625-4636. http://dx.doi.org/10.29228/smryj. 72414
Woolf, B. P., Lane, H. C., Chaudhri, V. K., & Kolodner, J. L. (2013). AI grand challenges for education. AI Magazine, 34(4), 66-84. https://doi.org/10.1609/aimag.v34i4.2490
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (9th Ed., expanded) [in Turkish]. Seçkin Press.

Details

Primary Language

English

Subjects

Primary Education

Journal Section

Research Article

Authors

Mehmet Zahid Özsongür
0009-0001-9927-3847
Türkiye

Zuhal Çeliktürk Sezgin ^*
0000-0001-7015-8426
Türkiye

Early Pub Date

May 19, 2026

Publication Date

June 14, 2026

Submission Date

June 5, 2025

Acceptance Date

April 10, 2026

Published in Issue

Year 2026 Number: 61

DOI

https://doi.org/10.33418/education.1714789

IZ

https://izlik.org/JA48AZ99TN

APA

Özsongür, M. Z., & Çeliktürk Sezgin, Z. (2026). Primary School Teachers’ Experiences with Generative Artificial Intelligence in Education: Opportunities and Limitations. Educational Academic Research, 61, 11-20. https://doi.org/10.33418/education.1714789

AMA

1.Özsongür MZ, Çeliktürk Sezgin Z. Primary School Teachers’ Experiences with Generative Artificial Intelligence in Education: Opportunities and Limitations. Educational Academic Research. 2026;(61):11-20. doi:10.33418/education.1714789

Chicago

Özsongür, Mehmet Zahid, and Zuhal Çeliktürk Sezgin. 2026. “Primary School Teachers’ Experiences With Generative Artificial Intelligence in Education: Opportunities and Limitations”. Educational Academic Research, nos. 61: 11-20. https://doi.org/10.33418/education.1714789.

EndNote

Özsongür MZ, Çeliktürk Sezgin Z (June 1, 2026) Primary School Teachers’ Experiences with Generative Artificial Intelligence in Education: Opportunities and Limitations. Educational Academic Research 61 11–20.

IEEE

[1]M. Z. Özsongür and Z. Çeliktürk Sezgin, “Primary School Teachers’ Experiences with Generative Artificial Intelligence in Education: Opportunities and Limitations”, Educational Academic Research, no. 61, pp. 11–20, June 2026, doi: 10.33418/education.1714789.

ISNAD

Özsongür, Mehmet Zahid - Çeliktürk Sezgin, Zuhal. “Primary School Teachers’ Experiences With Generative Artificial Intelligence in Education: Opportunities and Limitations”. Educational Academic Research. 61 (June 1, 2026): 11-20. https://doi.org/10.33418/education.1714789.

JAMA

1.Özsongür MZ, Çeliktürk Sezgin Z. Primary School Teachers’ Experiences with Generative Artificial Intelligence in Education: Opportunities and Limitations. Educational Academic Research. 2026;:11–20.

MLA

Özsongür, Mehmet Zahid, and Zuhal Çeliktürk Sezgin. “Primary School Teachers’ Experiences With Generative Artificial Intelligence in Education: Opportunities and Limitations”. Educational Academic Research, no. 61, June 2026, pp. 11-20, doi:10.33418/education.1714789.

Vancouver

1.Mehmet Zahid Özsongür, Zuhal Çeliktürk Sezgin. Primary School Teachers’ Experiences with Generative Artificial Intelligence in Education: Opportunities and Limitations. Educational Academic Research. 2026 Jun. 1;(61):11-20. doi:10.33418/education.1714789

Content of this journal is licensed under a Creative Commons Attribution NonCommercial 4.0 International License
29929

Sınıf Öğretmenlerinin Eğitimde Üretken Yapay Zeka Deneyimleri: Fırsatlar ve Sınırlılıklar

Abstract

Keywords

Primary School Teachers’ Experiences with Generative Artificial Intelligence in Education: Opportunities and Limitations

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite