Teachers' Awareness and Utilization of Artificial Intelligence Tools in Education: An Empirical Study

Abstract

Artificial Intelligence (AI) is swiftly revolutionizing numerous fields, such as education, by facilitating tailored learning experiences, smart evaluations, and improved teaching methods. The effective incorporation of AI into education is heavily reliant on teachers' knowledge and comprehension of AI technologies. This study sought to assess the extent of awareness and application of AI tools among secondary school educators, analyze these factors based on gender, and explore the connection between AI awareness and its usage. The research employed a descriptive correlational survey approach. A purposive sampling method was used to select a group of 100 secondary school teachers from Pune City. Data collection was carried out using a self-created Artificial Intelligence Awareness and Usage Scale consisting of 30 items, and the responses were examined through descriptive statistics, independent sample t-test, and Pearson's Product Moment Correlation. The results indicated that there was no notable gender disparity in terms of AI awareness or usage among the teachers. There was a notable positive correlation (r = 0.686) found between AI awareness and its application, suggesting that educators who are more informed about AI are more inclined to incorporate AI tools into their teaching methods. The research concludes that by systematically training teachers and providing ongoing professional development, their awareness of AI can be significantly increased, leading to more effective use of AI in educational settings. These results offer important insights for teacher education programs, school administrators, and policymakers in fostering AI literacy and aiding the adoption of AI technologies in educational institutions.