Transformation in Education: Teachers’ Perception of Artificial Intelligence
Artificial Intelligence
DOI:
https://doi.org/10.5281/zenodo.17465914Keywords:
Artificial Intelligence, Teacher Perception, TechnologyAbstract
This study aimed to examine teachers' perceptions of the use of artificial intelligence (AI) in education in terms of teaching, learning, and ethical dimensions, and to reveal the differences in these perceptions with respect to variables such as gender, experience, AI use, AI training, technology use, and branch of study. A general survey model was used in the study. Data were collected from 364 teachers working in different schools across Turkey via Google Form. In addition to demographic information, the "Teachers' Perception Scale on the Use of Artificial Intelligence in Education," consisting of three sub-dimensions, was used to collect data. The obtained data were analyzed using descriptive statistics, independent samples t-test, and one-way analysis of variance (ANOVA). The findings indicated that teachers' overall perceptions of AI were above average; they exhibited a positive approach in teaching and learning dimensions, but a more cautious approach in the ethical dimension. Furthermore, male teachers had higher perceptions of teaching and learning, while teachers who used AI and received training in this area had significantly higher perceptions of AI. While the experience variable did not significantly affect general AI perception, frequency of technology use was found to have an impact on teaching perception. Differences emerged in general AI perception and teaching dimensions across disciplines. The findings reveal that teachers view AI technologies as beneficial and supportive in teaching and learning processes, but are sensitive to ethical issues. This points to the need for comprehensive, ethically based in-service training for teachers.
References
Acosta-Enriquez, B. G., Reyes-Perez, M. D., Huamani Jordan, O., Carreño Saucedo, L., Padilla-Caballero, J. E. A., Fernández-Altamirano, A. E. F., García Yovera, A. J., Briceño-Hernandez, R. N., & Alarcón Bustíos, J. M. (2025). Exploring the Determinants of the Sustainable Use of Artificial Intelligence in Peruvian University Teachers: A Structural Equation Modeling Analysis. Sustainability, 17(7), 2834. https://doi.org/10.3390/su17072834
Aguilar-Cruz, P. J., & Salas-Pilco, S. Z. (2025). Teachers’ perceptions of artificial intelligence in Colombia: AI technological access, AI teacher professional development and AI ethical awareness. Technology, Pedagogy and Education, 1-20. https://doi.org/10.1080/1475939X.2025.2451865
Ağmaz, R. F., & Ergulec, F. (2024). Öğretmen Adaylarının Eğitimde Yapay Zeka Algıları: Bir Metafor Analizi. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 6(2), 589-605. https://doi.org/10.51119/ereegf.2024.97
Airaj, M. (2024). Ethical artificial intelligence for teaching-learning in higher education. Education and Information Technologies, 29(13), 17145-17167. https://doi.org/10.1007/s10639-024-12545-x
Akdeniz, M., & Özdinç, F. (2021). Eğitimde yapay zeka konusunda Türkiye adresli çalışmaların incelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 912-932. https://doi.org/10.33711/yyuefd.938734
Alfianika, N., & Nasikhin, N. (2024). Differences in Male and Female Responses to Artificial Intelligence Integration for Education Faculty: Study of Thailand International Students at Islamic Universities in Indonesia. eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam, 18(1), 31-60. https://doi.org/10.20414/elhikmah.v18i1.10037
Alissa, R. A. S., & Hamadneh, M. A. (2023). The Level of Science and Mathematics Teachers' Employment of Artificial Intelligence Applications in the Educational Process. International Journal of Education in Mathematics, Science and Technology, 11(6), 1597-1608. https://doi.org/10.46328/ijemst.3806
Alonso-Rodríguez, A. Mª. (2024). Towards an Ethical Framework for Artificial Intelligence in Education. Teoría de la Educación. Revista Interuniversitaria, 36(2), 79-98. https://doi.org/10.14201/teri.31821
Alsharidah, M. A., & Alkramiti, A. M. (2024). Teachers’ perceptions towards using artificial intelligence in mathematics education. Amazonia Investiga, 13(84), 43-60. https://doi.org/10.34069/AI/2024.84.12.3
Alzankawi M. (2024). The Contribution of Technological Innovations to Enhance Education for Sustainable Development. International Journal of Education, Learning and Development, 12 (7), 35-48. https://doi.org/10.37745/ijeld.2013/vol12n73548
Alwaqdani, M. (2024). Investigating teachers’ perceptions of artificial intelligence tools in education: potential and difficulties. Education and Information Technologies, 1-19. https://doi.org/10.1007/s10639-024-12903-9
Baker, T., Smith, L., & Anissa, N. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. NESTA. https://www.nesta.org.uk/report/education-rebooted/
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Demirel, & F., Karadeniz, Ş. (2015). Bilimsel Araştırma Yöntemleri. Ankara: PEGEM Akademi.
Chassignol, M., Khoroshavin, A., Klimova, A., & Bilyatdinova, A. (2018). Artificial Intelligence trends in education: a narrative overview. Procedia computer science, 136, 16-24. https://doi.org/10.1016/j.procs.2018.08.233
Ciarli, T., Kenney, M., Massini, S., & Piscitello, L. (2021). Digital technologies, innovation, and skills: Emerging trajectories and challenges. Research Policy, 50(7), 104289. https://doi.org/10.1016/j.respol.2021.104289
Clark, D. (2020). Artificial intelligence for learning: How to use AI to support employee development. New York: Kogan Page Publishers.
Çetin, M., & Yıldız Baklavacı, G. (2024). Endüstri 4.0 perspektifinde yapay zekanın eğitimde uygulanabilirliği ile ilgili öğretmen görüşlerinin incelenmesi. İstanbul Ticaret Üniversitesi Girişimcilik Dergisi, 7(14), 1-21. https://doi.org/10.55830/tje.1404165
De Gagne, J. C., Hwang, H., & Jung, D. (2024). Cyberethics in nursing education: Ethical implications of artificial intelligence. Nursing ethics, 31(6), 1021-1030. https://doi.org/10.1177/09697330231201901
Dietrich, L. K., & Grassini, S. (2025). Assessing ChatGPT acceptance and use in education: a comparative study among german-speaking students and teachers. Education and Information Technologies, 1-26. https://doi.org/10.1007/s10639-025-13658-7
Eriçok, B., Karataş, F., & Yüce, E. (2024). Öğretmen adaylarının yapay zekaya (YZ) ilişkin metafor algıları. Kocaeli Üniversitesi Eğitim Dergisi, 7(2), 607-630. https://doi.org/10.33400/kuje.1511500
Fakhar, H., Lamrabet, M., Echantoufi, N., El Khattabi, K., & Ajana, L. (2024). Artificial intelligence from teachers’ perspectives and understanding: Moroccan study. International Journal of Information and Education Technology, 14(6), 856-862. https://www.ijiet.org/show-206-2742-1.html
Frankel R. J., Wallen E. N. & Hyun, H. H. (2011). How To Design And Evaluate Research In Education. (8.Baskı). New York: McGraw-Hill.
Galindo-Domínguez, H., Delgado, N., Campo, L., & Losada, D. (2024). Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education. International Journal of Educational Research, 126, 102381. https://doi.org/10.1016/j.ijer.2024.102381
Guan, C., Mou, J., & Jiang, Z. (2020). Artificial intelligence innovation in education: A twenty-year data-driven historical analysis. International Journal of Innovation Studies, 4(4), 134-147. https://doi.org/10.1016/j.ijis.2020.09.001
Harry, A. (2023). Role of AI in Education. Interdiciplinary Journal & Hummanity (INJURITY), 2(3). https://radensa.ru/wp-content/uploads/2024/05/Role_of_AI_in_Education.pdf
Kalafat, Ö. (2022). Eğitim ve yapay zekâ. M. Bilen (Ed). Yapay zekanın değiştirdiği dinamikler içinde (1.Baskı) . Eğitim Yayınevi.
Kim, N. J., & Kim, M. K. (2022). Teacher’s perceptions of using an artificial intelligence-based educational tool for scientific writing. Frontiers in Education 7, 755914. https://doi.org/10.3389/feduc.2022.755914
Küçükkara, M. F., Ünal, M., & Sezer, T. (2024). Okul Öncesi Eğitimi Öğretmenlerinin Yapay Zekâya İlişkin Görüşleri. Temel Eğitim Araştırmaları Dergisi, 4(1), 17-28. https://doi.org/10.55008/te-ad.1431142
Lamrabet, M., Fakhar, H., Echantoufi, N., Khattabi, K. E., Ajana, L., & Fares, S. B. (2024). AI-Based Tools: Exploring the Perceptions and Knowledge of Moroccan Future Teachers Regarding AI in the Initial Training-A Case Study. International Journal of Information and Education Technology, 14(11). https://www.ijiet.org/vol14/IJIET-V14N11-2180.pdf
Lehfid, A., Boualili, E., & El Bakkali, A. (2025). Between Transformation and Preservation: Moroccan High School Teachers' Perceptions of Artificial Intelligence's Impact on English Teaching Quality. Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence, 96-111. https://dx.doi.org/10.24093/awej/AI.6
Link, S., Dursun, A., Karakaya, K., & Hegelheimer, V. (2014). Towards best ESL practices for implementing automated writing evaluation. CALICO Journal, 31(3), 323–344. https://doi.org/10.11139/cj.31.3.323-344
Luckin, R., Cukurova, M., Kent, C., & Du Boulay, B. (2022). Empowering educators to be AI-ready. Computers and Education: Artificial Intelligence, 3, 100076. https://doi.org/10.1016/j.caeai.2022.100076
Maigina, A., & Wuryandani, W. (2024). Perceptions of Elementary School Teacher in Artificial Intelligence for Learning: Perspective of Theory of Planner Behaviour. International Journal of Elementary Education, 8(4), 640-649. https://doi.org/10.23887/ijee.v8i4.85994
McCarthy, J. (2007). From here to human-level AI. Artificial Intelligence, 171(18), 1174-1182. https://doi.org/10.1016/j.artint.2007.10.009
Ninaus, M., & Sailer, M. (2022). Closing the loop–The human role in artificial intelligence for education. Frontiers in psychology, 13, 956798. https://doi.org/10.3389/fpsyg.2022.956798
Panday-Shukla, P. (2025). Exploring generative artificial intelligence in teacher education. Teaching and Teacher Education, 165(10508), 8. https://doi.org/10.1016/j.tate.2025.105088
Popenici, S. A., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and practice in technology enhanced learning, 12(1), 22. https://doi.org/10.1186/s41039-017-0062-8
Sămărescu, N., Bumbac, R., Zamfiroiu, A., & Iorgulescu, M. C. (2024). Artificial intelligence in education: Next-gen teacher perspectives. Amfiteatru Econ. J, 26(65), 145-161. https://ideas.repec.org/a/aes/amfeco/v26y2024i65p145.html
Sperling, K., Stenberg, C. J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024). In search of artificial intelligence (AI) literacy in teacher education: A scoping review. Computers and Education Open, 100169. https://doi.org/10.1016/j.caeo.2024.100169
Tashtoush, M. A. Wardat, Y., Ali, R. A., & Saleh, S. (2024). Artificial Intelligence in Education: Mathematics Teachers’ Perspectives, Practices and Challenges. Iraqi Journal for Computer Science and Mathematics, 5(1). https://doi.org/10.52866/ijcsm.2024.05.01.004
Üzüm, B., Elçiçek, M., & Pesen, A. (2024). Development of Teachers’ Perception Scale Regarding Artificial Intelligence Use in Education: Validity and Reliability Study. International Journal of Human–Computer Interaction, 41(5), 2776–2787. https://doi.org/10.1080/10447318.2024.2385518
Yang, H. (2024). Multidimensional analysis of art education teachers’ attitudes and self-efficacy toward artificial intelligence: exploring relationships and strategies for enhancement. Interactive Learning Environments, 33(4), 2824–2847. https://doi.org/10.1080/10494820.2024.2423175
Yim, I. H. Y., & Su, J. (2025). Artificial intelligence (AI) learning tools in K-12 education: A scoping review. Journal of Computers in Education, 12(1), 93-131. https://doi.org/10.1007/s40692-023-00304-9
Zawacki‐Richter, O., Marín, V., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators?. International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0171-0
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Tayfun Akın
This work is licensed under a Creative Commons Attribution 4.0 International License.
