Secondary Ela teacher perceptions of the use of artificial intelligence as an instructional tool

Subject Areas : Engineering

Elham Shokri ¹ , Pari Mashayekh ² , Amir Ghaedi ³

1 - Department of human science, Kazerun Branch, Islamic Azad University, Kazerun, Iran
2 - Assistant Professor, Department of Educational Sciences, Kazerun Branch, Islamic Azad University, Kazerun, Iran
3 - Department of electrical engineering, Dariun Branch, Islamic Azad University, Dariun, Iran

Received: 2025-03-12 Accepted : 2025-07-11 Published : 2025-07-16

Keywords: perception, secondary Ela teacher, artificial intelligence, instructional tool, personalized learning, professional development,

Abstract :

How artificial intelligence is used in education is a topic of concern around the world. While artificial intelligence has been a topic of discussion for several years, its introduction into 12-year schools (elementary, middle, and high schools) has created a mix of positive and negative perceptions about how to effectively use this tool in education. The aim of this paper, as a phenomenological study, is to assess the level of awareness and perception of teachers on how to use artificial intelligence as an educational tool in secondary schools. By studying literature on the subject, reviewing studies conducted in this field, and conducting interviews with secondary school teachers, both identifiable benefits and challenges in the introduction of artificial intelligence into 12-year school education have been raised. Many people participating in the surveys expressed hope that introducing artificial intelligence as an educational tool in education would be useful, but there were also doubts in this regard. The findings of this study primarily revealed a sense of need for effective training for administrators, teachers, and students. Therefore, it is necessary to conduct training courses on how to introduce AI into education in the first stage. These trainings will help to examine and largely resolve existing concerns about data, such as ethical issues, technological reliability, and alignment of expectations between administrators and teachers regarding the results of introducing AI into education

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