Integration of AI into Education: Teachers' Perspectives on Competencies, Challenges, and Needs

Abstract

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.