TEACHER'S PERCEPTION TOWARDS ARTIFICIAL INTELLIGENCE IN EDUCATION

Abstract

This study investigated teachers' perceptions towards the integration of artificial intelligence (AI) in educational settings. A cross-sectional survey design was employed, collecting data from 285 teachers across secondary and higher education institutions using a structured questionnaire. The instrument measured AI awareness, perceived benefits, perceived challenges, and attitudes toward AI adoption. Data were analyzed using descriptive statistics, independent samples t-tests, and one-way ANOVA. The findings revealed that teachers demonstrated moderate levels of AI awareness, with a mean awareness score of 3.42 (SD = 0.87) on a 5-point scale. A majority of participants (68.4%) recognized the potential of AI to enhance personalized learning experiences. However, significant concerns were expressed regarding data privacy (72.3%), displacement of teaching roles (61.1%), and inadequate institutional support (58.9%). Teachers with prior AI training showed significantly more positive attitudes compared to those without such training (t = 4.23, p < 0.001). The study concludes that while teachers acknowledge the transformative potential of AI in education, targeted professional development programs and robust institutional frameworks are essential to address prevalent concerns and facilitate effective AI integration in pedagogical practices.