Pedagogical Approaches to the Use of Artificial Intelligence in Teaching: Teachers’ Preferences

Abstract

Artificial intelligence (AI) is increasingly being introduced into educational practice, raising questions about how teachers perceive its pedagogical role and the extent to which they are willing to integrate it into teaching. This study examined primary and secondary school teachers’ preferred pedagogical approaches to AI use and the contribution of professional awareness and conceptual beliefs to explaining these preferences. A total of 322 teachers from primary and secondary schools in Croatia completed an online questionnaire measuring professional awareness of AI, conceptual beliefs about its role in education, and preferred pedagogical approaches. Descriptive statistics, correlation analysis, and multiple regression were used to analyse the data. The results showed a clear preference for an integrative approach, in which AI is used to support teaching while teachers retain professional control over pedagogical decisions. The traditional approach was less pronounced, whereas the technological approach was almost entirely absent. Viewing AI as a didactically useful teaching tool was a significant positive predictor of preference for the integrative approach, whereas inactive awareness and critical beliefs about AI risks were significant negative predictors. These findings suggest that teachers accept AI primarily as a supportive tool within a pedagogical model that preserves their autonomy and responsibility for teaching.