Teachers' Perspectives on Integrating New Technologies in Education: Embracing Artificial Intelligence
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| Title: | Teachers' Perspectives on Integrating New Technologies in Education: Embracing Artificial Intelligence |
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| Language: | English |
| Authors: | Donay Nisa Kara (ORCID |
| 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 |
| 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. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70734 |
