Exploring K-12 teachers' attitudes and perceptions towards the use of AI applications in the teaching process.
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| Title: | Exploring K-12 teachers' attitudes and perceptions towards the use of AI applications in the teaching process. |
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| Authors: | Karagiorgou, Christina-Evgenia1, Koukis, Nikolaos1 n.koukis@nup.ac.cy, Koundourou, Christiana1, Tzovla, Eirini1 |
| Source: | Contemporary Educational Technology. Apr2026, Vol. 18 Issue 2, p1-17. 17p. |
| Subject Terms: | *Teacher attitudes, *Information technology education, *Individualized instruction, *Digital literacy, *Compulsory education, Artificial intelligence in education, Technology Acceptance Model, Capacity building |
| Abstract: | Artificial intelligence (AI) is rapidly reshaping instructional processes by providing new opportunities for personalized learning and enhanced classroom support. Although its potential is widely acknowledged, further investigation is needed into K-12 teachers' attitudes and perceptions towards integrating AI applications into educational practice, as well as the factors that shape these attitudes and influence their intention to adopt such tools. Addressing these issues, the present study explores the integration of AI in education by focusing on educators' perspectives. Data from 494 educators collected via a technology acceptance model-based questionnaire, assessed attitudes, perceived usefulness (PU), ease of use, and behavioral intention. Data analysis indicates that teachers' attitudes and perceptions are significantly influenced by various demographic variables--including gender, academic qualifications, subject area, age, and teaching experience--as well as school-related factors such as institutional context and engagement with information and communication technologies (ICT). The results show generally positive attitude towards AI, but a neutral stance in terms of its ease of use, suggesting a gap between general acceptance and practical readiness. Four key predictors of teachers' intention to integrate AI into their educational practices were identified: (a) PU, (b) positive attitude, (c) perceived ease of use, and (d) ICT training. These findings underscore the importance of enhancing teachers' digital competencies and providing targeted professional development opportunities to facilitate the effective adoption of AI within the K-12 educational context. [ABSTRACT FROM AUTHOR] |
| Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194797915 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring K-12 teachers' attitudes and perceptions towards the use of AI applications in the teaching process. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Karagiorgou%2C+Christina-Evgenia%22">Karagiorgou, Christina-Evgenia</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Koukis%2C+Nikolaos%22">Koukis, Nikolaos</searchLink><relatesTo>1</relatesTo><i> n.koukis@nup.ac.cy</i><br /><searchLink fieldCode="AR" term="%22Koundourou%2C+Christiana%22">Koundourou, Christiana</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Tzovla%2C+Eirini%22">Tzovla, Eirini</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contemporary+Educational+Technology%22">Contemporary Educational Technology</searchLink>. Apr2026, Vol. 18 Issue 2, p1-17. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+technology+education%22">Information technology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Compulsory+education%22">Compulsory education</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence+in+education%22">Artificial intelligence in education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Acceptance+Model%22">Technology Acceptance Model</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+building%22">Capacity building</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Artificial intelligence (AI) is rapidly reshaping instructional processes by providing new opportunities for personalized learning and enhanced classroom support. Although its potential is widely acknowledged, further investigation is needed into K-12 teachers' attitudes and perceptions towards integrating AI applications into educational practice, as well as the factors that shape these attitudes and influence their intention to adopt such tools. Addressing these issues, the present study explores the integration of AI in education by focusing on educators' perspectives. Data from 494 educators collected via a technology acceptance model-based questionnaire, assessed attitudes, perceived usefulness (PU), ease of use, and behavioral intention. Data analysis indicates that teachers' attitudes and perceptions are significantly influenced by various demographic variables--including gender, academic qualifications, subject area, age, and teaching experience--as well as school-related factors such as institutional context and engagement with information and communication technologies (ICT). The results show generally positive attitude towards AI, but a neutral stance in terms of its ease of use, suggesting a gap between general acceptance and practical readiness. Four key predictors of teachers' intention to integrate AI into their educational practices were identified: (a) PU, (b) positive attitude, (c) perceived ease of use, and (d) ICT training. These findings underscore the importance of enhancing teachers' digital competencies and providing targeted professional development opportunities to facilitate the effective adoption of AI within the K-12 educational context. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30935/cedtech/18149 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1 Subjects: – SubjectFull: Teacher attitudes Type: general – SubjectFull: Information technology education Type: general – SubjectFull: Individualized instruction Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Compulsory education Type: general – SubjectFull: Artificial intelligence in education Type: general – SubjectFull: Technology Acceptance Model Type: general – SubjectFull: Capacity building Type: general Titles: – TitleFull: Exploring K-12 teachers' attitudes and perceptions towards the use of AI applications in the teaching process. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Karagiorgou, Christina-Evgenia – PersonEntity: Name: NameFull: Koukis, Nikolaos – PersonEntity: Name: NameFull: Koundourou, Christiana – PersonEntity: Name: NameFull: Tzovla, Eirini IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1309517X Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: Contemporary Educational Technology Type: main |
| ResultId | 1 |
