Teachers’ Attitudes towards the Use of Artificial Intelligence in Education

Generative Artificial Intelligence (GenAI) has begun to reshape educational practices across all levels of teaching. Its growing integration into classrooms has introduced new benefits for both teaching and learning, such as automating routine tasks, enabling more personalised student learning, and supporting flexible teaching approaches. Based on TAM, which identifies perceived usefulness as central to using technology, the guiding research question is “To what extent are teachers’ attitudes toward using GenAI in education predicted by its perceived effectiveness, gender, and taught subject area?”. A non-experimental, quantitative, cross-sectional design was employed. The data was collected through an online survey (Qualtrics) with 76 teachers participating. The statistical analyses included are multiple imputation, multiple regression, independent samples t-test, and two-way ANOVA. Hypothesis 1 was supported, as pooled results indicated that teachers who reported higher perceived...Show moreGenerative Artificial Intelligence (GenAI) has begun to reshape educational practices across all levels of teaching. Its growing integration into classrooms has introduced new benefits for both teaching and learning, such as automating routine tasks, enabling more personalised student learning, and supporting flexible teaching approaches. Based on TAM, which identifies perceived usefulness as central to using technology, the guiding research question is “To what extent are teachers’ attitudes toward using GenAI in education predicted by its perceived effectiveness, gender, and taught subject area?”. A non-experimental, quantitative, cross-sectional design was employed. The data was collected through an online survey (Qualtrics) with 76 teachers participating. The statistical analyses included are multiple imputation, multiple regression, independent samples t-test, and two-way ANOVA. Hypothesis 1 was supported, as pooled results indicated that teachers who reported higher perceived effectiveness of AI-assisted tools also expressed more positive attitudes toward GenAI in education. Hypothesis 2 was supported, with male teachers reporting significantly more positive attitudes than female teachers. Hypothesis 3 was supported, indicating statistically significant differences between social science and STEM teachers. However, hypothesis 4 was not supported as there was no significant main effect of subject area and no significant interaction effect between gender and subject area. The findings show the predictive role of perceived effectiveness, highlighting the practical benefits of GenAI for teachers. Male teachers favour the use of digital tools more than female teachers, suggesting the need for a gender-sensitive approach to the implementation of technology. Lastly, the lack of a significant effect for taught subject areas on the use of GenAI shows that the likelihood of utilising GenAI is not limited to STEM-related subject areas. These digital tools can also support educational goals within the social sciences, especially when combined with tailored interpretative and discussion-based teaching methods.Show less

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Teachers’ Attitudes towards the Use of Artificial Intelligence in Education