2026· SINTEZA· pp. 471-477· 0 citations· 19 references
TL;DR
Analysis of how teachers perceive their AI competencies, the purposes for which they apply AI in teaching practice, and how confident they feel when integrating intelligent models into their teaching practices shows that teachers primarily associate educational technology with AI, use it mainly for lesson preparation, and report psychological effects such as enhanced confidence, motivation, and innovation.
Abstract
: In the new digital and AI era, hybrid teaching models increasingly incorporate intelligent resources into everyday practice. The main aim of this paper is to analyze how teachers perceive their AI competencies, the purposes for which they apply AI in teaching practice, and how confident they feel when integrating intelligent models into their teaching practices. A quantitative survey was conducted in Serbia, involving 80 teachers from diverse fields and educational levels. The questionnaire combined items on digital and AI competencies with questions addressing teachers’ self-perceptions and the psychological effects of AI integration. Results show that teachers primarily associate educational technology with AI, use it mainly for lesson preparation, and report psychological effects such as enhanced confidence, motivation, and innovation. At the same time, ambivalence and uneven adoption highlight challenges, including limited experience, lack of training, and concerns about risks. The study contributes empirical evidence to the emerging field of teacher AI competence research, situating Serbian educators’ perspectives within the broader international discourse. It underscores the importance of professional development and supportive environments to ensure that AI integration fosters pedagogical innovation and promotes teacher well-being.
This qualitative study examines the perspectives of in-service teachers regarding the integration of Artificial Intelligence (AI) into educational settings. A purposive sampling framework combining criterion and snowball sampling strategies was employed, semi-structured interviews were conducted with 23 in-service teachers. Data were analyzed through content analysis. The analysis revealed three themes: teachers’ current digital practices, AI acceptance and integration of AI. The findings showed that teachers currently use digital technologies for various pedagogical purposes and have also begun using AI technologies in educational settings. Also, teachers perceived AI as useful because of easier access to information, time efficiency, decision-making support, personalized feedback, and professional development. However, they also expressed pedagogical and ethical concerns regarding student overreliance, academic dishonesty, the potential misuse of AI, data security, and the digital divide. The results indicate that, given the multifaceted nature of AI technologies successful AI integration requires specific teacher competencies, particularly critical AI literacy and ethical awareness competencies. Findings also suggest that successful integration requires practical, subject-specific training for both in-service and pre-service teachers, training for students, family engagement, and financial support. This study provides insights into how teachers use AI technologies, their perceptions of required competencies, the challenges and concerns they perceive. Limitations and suggestions for future research are also discussed.
Feray Uğur Erdoğmuş· Participatory Educational Re...· 0 citations
This study aims to examine pre-service teachers’ attitudes toward artificial intelligence (AI), their competencies in using AI, and their views on its educational implications. The study adopted a convergent mixed-methods design, where quantitative and qualitative data were gathered at the same time. The quantitative component included 432 pre-service teachers from a state university in Türkiye and was conducted using validated scales measuring attitudes and competencies. For the qualitative component, participants responded to open-ended questions, and their answers were examined through content analysis. The findings revealed a significant positive relationship between attitudes toward AI and AI usage competencies. Significant differences were found by gender and department, whereas no differences were observed across grade levels. Qualitative findings indicated that pre-service teachers perceive AI as a supportive tool that enhances instructional efficiency, while also expressing concerns about overreliance, ethical issues, and potential negative effects on critical thinking. The findings highlight the need to align teacher education programs with AI-related competencies. It is recommended that AI-focused pedagogical and ethical training be systematically integrated into teacher education curricula and higher education policies.
Özge Canoğulları· Artvin Çoruh Üniversitesi Ul...· 0 citations
The study found that AI-focused professional development significantly enhanced faculty knowledge and comfort with AI integration among the 100 faculty members who participated in the study, and revealed a critical gap in ethical AI knowledge.
Jaime Januse, S. Jindal, Stephen Gregoire· AI-Enhanced Learning· 0 citations
Results indicate a significant level of AI usage among students, primarily for content management and academic support and the importance of integrating ethical considerations and promoting digital literacy in AI-enabled learning environments.
Christina Costa, Martha Almendarez Langland, Jason Roberson et al.· The Journal of Scholarship o...· 0 citations
The integration of Artificial Intelligence (AI) within Technical-Vocational Education and Training (TVET) is increasingly shaping the educational landscape, presenting both novel pedagogical opportunities and complex challenges. This systematic literature review investigates how instructors and students perceive and experience the implementation of AI-supported teaching and learning approaches in TVET settings. This review addresses the growing need to understand the human dimensions of AI adoption in vocational education, particularly from the perspectives of those directly involved in teaching and learning. As AI technologies become increasingly embedded in educational practices, examining the experiences, perceptions, and concerns of instructors and students is essential for informing effective and responsible implementation strategies. By synthesizing evidence across diverse TVET contexts, this review provides insights into emerging opportunities, challenges, and implications for policy and practice. Following the PRISMA 2020 framework, an initial database search on Lens.org yielded 580 records. After applying rigorous inclusion and exclusion criteria, including filters for publication date, document type, and subject matter, 19 empirical studies were selected for final qualitative synthesis. The findings reveal three overarching themes. First, while instructors exhibit optimism regarding efficiency gains, they express significant concerns about dehumanization, cognitive decline, and threats to academic integrity. Second, students experience enhanced psychological safety through instant feedback, yet face a paradox of being "Engaged but Amotivated" alongside risks of severe technological dependency. Third, AI implementation in TVET is uniquely constrained by the necessity for tactile skill mastery, industry precision, and alignment with local cultural practices. Ultimately, maximizing AI's potential in vocational education requires addressing systemic infrastructure barriers and preserving the hands-on, human-centric core of TVET.
Iron G. Morales, John Hillard Mansueto, Russel M. Dela Torre· International journal of res...· 0 citations
Artificial intelligence (AI) has the potential to enhance learning and increase student participation, yet its incorporation in teaching depends heavily on teachers’ perceptions. This study draws on a survey of 285 teachers to explore their perspectives on the use of AI in education for students with special educational needs. Using statistical analyses and summative content analyses, the results revealed that 15.8% of teachers reported using AI in their schools, while only 7.4% felt confident in their ability to use it. Although current use is limited and familiarity with AI remains low, teachers acknowledge its potential to support student learning and enable innovative teaching practices. However, they also express concerns about equity and the credibility of AI tools, indicating a hesitation to fully embrace AI in the classroom. These findings highlight the importance of targeted professional development to equip teachers with the competencies needed to incorporate AI into their practice.
Annika Käck, Helena Hemmingsson, Joacim Ramberg et al.· Journal of Special Education...· 0 citations