Investigating teachers’ perceptions of artificial intelligence tools in education: potential and difficulties

Abstract

This paper investigated teachers’ perceptions towards the integration of Artificial Intelligence educational tools (AIED) into their educational practices.Indeed, AI rapidly advances across various fields, including education, and it is essential to understand teachers’ perceptions to effectively harness its potential.The study used a quantitative methodology, employing a questionnaire to collect perspectives from 1101 Saudi teachers across different levels and backgrounds. The research attempted to address two research questions focused on (1) The potential of AI as a tool to enhance teaching practice, and (2) the Difficulties encountered by teachers when utilizing AIED tools. The findings showed many teachers acknowledge AIED’s potential to save time, assist in designing enriching activities, and personalize learning experiences, however, concerns exist regarding the effort required for training, potential job displacement, a lack of creativity and critical thinking, unintended consequences, and trust in AI’s error- free performance. Although teachers have explicit optimism about AIED’s benefits, a cautious stance emerges due to concerns about its impact on educational quality, human touch, and potential risks. These results emphasize the need for targeted professional development, collaborative efforts between educators and policymakers, and ethical considerations to ensure responsible and effective integration of AIED. Understanding teachers’ perspectives is crucial for informed decision-making and fostering a balanced approach that optimizes AIED’s contributions while upholding the principles of effective and inclusive education in the rapidly evolving Saudi educational landscape.