View in EDS

Teachers' Perspectives on Integrating New Technologies in Education: Embracing Artificial Intelligence

Saved in:
Bibliographic Details
Title: Teachers' Perspectives on Integrating New Technologies in Education: Embracing Artificial Intelligence
Language: English
Authors: Donay Nisa Kara (ORCID 0000-0002-6069-2833), Suleyman Aksu (ORCID 0000-0002-4690-5062)
Source: European Journal of Education. 2026 61(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Teacher Attitudes, Technology Integration, Technology Uses in Education, Artificial Intelligence, Adoption (Ideas), High School Teachers, Language Teachers, Foreign Countries, Web 2.0 Technologies, Influence of Technology, Social Life, Addictive Behavior, Computer Mediated Communication, Bullying
Geographic Terms: Turkey
DOI: 10.1111/ejed.70734
ISSN: 0141-8211
1465-3435
Abstract: This study examined teachers' use of artificial intelligence (AI) technologies in language teaching, the perceived contributions of these technologies to language teaching and learning processes, and the extent to which AI technologies are integrated into language education practices. The research aimed to evaluate high school Turkish language teachers' views on Web 2.0 tools and artificial intelligence technologies. Our study used a qualitative research method with a semi-structured interview approach. The sample group was determined using the maximum diversity sampling method. Fifty-four high school Turkish language teachers from various disciplines participated voluntarily during the 2023-2024 academic year. Data analysis was performed using content analysis, and teachers' statements were frequently cited to enhance the validity and reliability of the findings. The study revealed that digital technologies and artificial intelligence applications improve the efficiency and practicality of lessons. While participants acknowledged the significant impact of digital environments on social life, they also highlighted negative impacts, such as screen addiction and cyberbullying, underscoring the need for a balanced approach to technology integration. Teachers demonstrated a positive attitude towards integrating AI technologies and digital materials, citing increased effectiveness, efficiency and teacher-student motivation in lessons. Participants emphasised that while digital age technologies encourage creative thinking, they also bring risks such as screen addiction and cyberbullying. The findings also indicate that the use of AI technologies in language teaching enhances learner motivation, provides learners with opportunities for individualized language learning, and contributes to the development of their language skills. Participants particularly emphasized that AI-enabled feedback mechanisms positively influence the learning process by supporting the development of language skills.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1516315
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1516315
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers' Perspectives on Integrating New Technologies in Education: Embracing Artificial Intelligence
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Donay+Nisa+Kara%22">Donay Nisa Kara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6069-2833">0000-0002-6069-2833</externalLink>)<br /><searchLink fieldCode="AR" term="%22Suleyman+Aksu%22">Suleyman Aksu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4690-5062">0000-0002-4690-5062</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(3).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Adoption+%28Ideas%29%22">Adoption (Ideas)</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Web+2%2E0+Technologies%22">Web 2.0 Technologies</searchLink><br /><searchLink fieldCode="DE" term="%22Influence+of+Technology%22">Influence of Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Life%22">Social Life</searchLink><br /><searchLink fieldCode="DE" term="%22Addictive+Behavior%22">Addictive Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/ejed.70734
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined teachers' use of artificial intelligence (AI) technologies in language teaching, the perceived contributions of these technologies to language teaching and learning processes, and the extent to which AI technologies are integrated into language education practices. The research aimed to evaluate high school Turkish language teachers' views on Web 2.0 tools and artificial intelligence technologies. Our study used a qualitative research method with a semi-structured interview approach. The sample group was determined using the maximum diversity sampling method. Fifty-four high school Turkish language teachers from various disciplines participated voluntarily during the 2023-2024 academic year. Data analysis was performed using content analysis, and teachers' statements were frequently cited to enhance the validity and reliability of the findings. The study revealed that digital technologies and artificial intelligence applications improve the efficiency and practicality of lessons. While participants acknowledged the significant impact of digital environments on social life, they also highlighted negative impacts, such as screen addiction and cyberbullying, underscoring the need for a balanced approach to technology integration. Teachers demonstrated a positive attitude towards integrating AI technologies and digital materials, citing increased effectiveness, efficiency and teacher-student motivation in lessons. Participants emphasised that while digital age technologies encourage creative thinking, they also bring risks such as screen addiction and cyberbullying. The findings also indicate that the use of AI technologies in language teaching enhances learner motivation, provides learners with opportunities for individualized language learning, and contributes to the development of their language skills. Participants particularly emphasized that AI-enabled feedback mechanisms positively influence the learning process by supporting the development of language skills.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 20260101
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1516315
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1516315
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/ejed.70734
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Adoption (Ideas)
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Web 2.0 Technologies
        Type: general
      – SubjectFull: Influence of Technology
        Type: general
      – SubjectFull: Social Life
        Type: general
      – SubjectFull: Addictive Behavior
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Teachers' Perspectives on Integrating New Technologies in Education: Embracing Artificial Intelligence
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Donay Nisa Kara
      – PersonEntity:
          Name:
            NameFull: Suleyman Aksu
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0141-8211
            – Type: issn-electronic
              Value: 1465-3435
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: European Journal of Education
              Type: main
ResultId 1