Teachers and AI: Understanding the factors infuencing AI integration in K‑12 education

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dc.authoridhttps://orcid.org/0000-0001-8527-9079
dc.authoridhttps://orcid.org/0000-0002-0276-4886
dc.authoridhttps://orcid.org/0000-0001-6232-1246
dc.contributor.authorFiliz, Ozan
dc.contributor.authorKaya, Mehmet Haldun
dc.contributor.authorAdıgüzel, Tufan
dc.date.accessioned2025-08-12T11:58:42Z
dc.date.available2025-08-12T11:58:42Z
dc.date.issued2025
dc.departmentMühendislik ve Mimarlık Fakültesi
dc.description.abstractThis study investigates the psychological and pedagogical factors infuencing K-12 teachers’ readiness to integrate artifcial intelligence (AI) into educational settings. An exploratory qualitative approach was employed, involving 66 teachers from 11 disciplines at a private school in Türkiye participating in a professional development program focused on AI-enhanced teaching. Data were collected through online discussion forums and AI-supported learning activity design tasks and analyzed using inductive thematic analysis. Findings reveal that teachers valued AI for its efciency, interactivity, and adaptability, particularly in tools like ChatGPT and MagicSchool, which supported personalized learning and lesson planning. However, signifcant challenges emerged, including technical issues, curriculum misalignment, ethical concerns, and cultural barriers, such as difculties adapting AI-generated content to local contexts. The study concludes that while AI ofers signifcant potential to enhance education, successful integration requires addressing the identifed barriers through targeted support, resources, and ethical guidelines. Implications for further research include exploring diverse educational settings to generalize fndings, conducting longitudinal studies to assess long-term impacts, and investigating strategies to align AI tools with existing curricula and ethical standards.
dc.identifier.doihttps://doi.org/10.1007/s10639-025-13463-2
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.urihttps://hdl.handle.net/11363/10263
dc.identifier.wos001467679900001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.institutionauthorAdıgüzel, Tufan
dc.institutionauthoridhttps://orcid.org/0000-0001-6232-1246
dc.language.isoen
dc.publisherSPRINGER, ONE NEW YORK PLAZA, SUITE 4600 , NEW YORK, NY 10004, UNITED STATES
dc.relation.ispartofEDUCATION AND INFORMATION TECHNOLOGIES
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectArtifcial intelligence in education
dc.subjectK-12 education
dc.subjectTeacher experiences
dc.subjectPedagogical integration
dc.titleTeachers and AI: Understanding the factors infuencing AI integration in K‑12 education
dc.typeArticle

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