Teachers and AI: Understanding the factors influencing AI integration in K-12 education

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dc.contributor.authorFiliz, Ozan
dc.contributor.authorKaya, Mehmet Haldun
dc.contributor.authorAdiguzel, Tufan
dc.date.accessioned2026-04-25T14:19:47Z
dc.date.available2026-04-25T14:19:47Z
dc.date.issued2025
dc.departmentSinop Üniversitesi
dc.description.abstractThis study investigates the psychological and pedagogical factors influencing K-12 teachers' readiness to integrate artificial intelligence (AI) into educational settings. An exploratory qualitative approach was employed, involving 66 teachers from 11 disciplines at a private school in T & uuml;rkiye 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 efficiency, interactivity, and adaptability, particularly in tools like ChatGPT and MagicSchool, which supported personalized learning and lesson planning. However, significant challenges emerged, including technical issues, curriculum misalignment, ethical concerns, and cultural barriers, such as difficulties adapting AI-generated content to local contexts. The study concludes that while AI offers significant potential to enhance education, successful integration requires addressing the identified barriers through targeted support, resources, and ethical guidelines. Implications for further research include exploring diverse educational settings to generalize findings, conducting longitudinal studies to assess long-term impacts, and investigating strategies to align AI tools with existing curricula and ethical standards.
dc.description.sponsorshipScientific and Technological Research Council of Turkiye (TUBITAK)
dc.description.sponsorshipOpen access funding provided by the Scientific and Technological Research Council of Turkiye (TUBITAK). This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.
dc.identifier.doi10.1007/s10639-025-13463-2
dc.identifier.endpage17967
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue13
dc.identifier.orcid0000-0002-0276-4886
dc.identifier.orcid0000-0001-8527-9079
dc.identifier.orcid0000-0001-6232-1246
dc.identifier.scopus2-s2.0-105000510011
dc.identifier.scopusqualityQ1
dc.identifier.startpage17931
dc.identifier.urihttps://doi.org/10.1007/s10639-025-13463-2
dc.identifier.urihttps://hdl.handle.net/11486/8191
dc.identifier.volume30
dc.identifier.wosWOS:001467679900001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEducation and Information Technologies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260420
dc.subjectArtificial intelligence in education
dc.subjectK-12 education
dc.subjectTeacher experiences
dc.subjectPedagogical integration
dc.titleTeachers and AI: Understanding the factors influencing AI integration in K-12 education
dc.typeArticle

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