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Teachers' Experiences with AI in K-12 Education: Opportunities and Challenges

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Title: Teachers' Experiences with AI in K-12 Education: Opportunities and Challenges
Language: English
Authors: Kevser Güneş Metin (ORCID 0000-0003-0443-7958), Münevver Çetin (ORCID 0000-0002-1203-9098)
Source: Journal of Educational Technology Systems. 2026 54(4):711-732.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Artificial Intelligence, Technology Uses in Education, Elementary Secondary Education, Teacher Attitudes, Affordances, Barriers, Ethics, Constructivism (Learning), Foreign Countries
Geographic Terms: Turkey
DOI: 10.1177/00472395261415889
ISSN: 0047-2395
1541-3810
Abstract: This study explores K-12 teachers' perceptions and sense-making processes regarding artificial intelligence (AI) in education. Using a qualitative phenomenological design, data were collected through semi-structured interviews with 16 teachers from public and private schools. Findings indicate that teachers associate AI with potential benefits such as instructional efficiency, personalized learning, formative assessment and professional development, while also expressing ethical and emotional concerns related to data privacy, algorithmic bias and unequal access. Teachers primarily interpret AI through its anticipated pedagogical implications rather than through sustained classroom implementation. The results emphasize the importance of teacher agency, ethical awareness and contextual factors in shaping how AI is understood and positioned within educational practice. By foregrounding teachers' perspectives, this study addresses the gap between the predominantly higher education--focused AI literature and the underexplored K-12 context, highlighting the need for supportive policies, equitable infrastructure and professional development initiatives that promote human-centered and ethically grounded approaches to AI in education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504342
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Kevser+Güneş+Metin%22">Kevser Güneş Metin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0443-7958">0000-0003-0443-7958</externalLink>)<br /><searchLink fieldCode="AR" term="%22Münevver+Çetin%22">Münevver Çetin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1203-9098">0000-0002-1203-9098</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Technology+Systems%22"><i>Journal of Educational Technology Systems</i></searchLink>. 2026 54(4):711-732.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: 10.1177/00472395261415889
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  Data: 0047-2395<br />1541-3810
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  Data: This study explores K-12 teachers' perceptions and sense-making processes regarding artificial intelligence (AI) in education. Using a qualitative phenomenological design, data were collected through semi-structured interviews with 16 teachers from public and private schools. Findings indicate that teachers associate AI with potential benefits such as instructional efficiency, personalized learning, formative assessment and professional development, while also expressing ethical and emotional concerns related to data privacy, algorithmic bias and unequal access. Teachers primarily interpret AI through its anticipated pedagogical implications rather than through sustained classroom implementation. The results emphasize the importance of teacher agency, ethical awareness and contextual factors in shaping how AI is understood and positioned within educational practice. By foregrounding teachers' perspectives, this study addresses the gap between the predominantly higher education--focused AI literature and the underexplored K-12 context, highlighting the need for supportive policies, equitable infrastructure and professional development initiatives that promote human-centered and ethically grounded approaches to AI in education.
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        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Affordances
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      – SubjectFull: Foreign Countries
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