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ABSTRACT

Artificial intelligence (AI) is rapidly reshaping instructional processes by providing new opportunities for personalized learning and enhanced classroom support. Although its potential is widely acknowledged, further investigation is needed into K-12 teachers’ attitudes and perceptions towards integrating AI applications into educational practice, as well as the factors that shape these attitudes and influence their intention to adopt such tools. Addressing these issues, the present study explores the integration of AI in education by focusing on educators’ perspectives. Data from 494 educators collected via a technology acceptance model-based questionnaire, assessed attitudes, perceived usefulness (PU), ease of use, and behavioral intention. Data analysis indicates that teachers’ attitudes and perceptions are significantly influenced by various demographic variables—including gender, academic qualifications, subject area, age, and teaching experience—as well as school-related factors such as institutional context and engagement with information and communication technologies (ICT). The results show generally positive attitude towards AI, but a neutral stance in terms of its ease of use, suggesting a gap between general acceptance and practical readiness. Four key predictors of teachers’ intention to integrate AI into their educational practices were identified: (a) PU, (b) positive attitude, (c) perceived ease of use, and (d) ICT training. These findings underscore the importance of enhancing teachers’ digital competencies and providing targeted professional development opportunities to facilitate the effective adoption of AI within the K-12 educational context.

Keywords: artificial intelligence, K-12 teachers, teachers’ attitudes and perceptions, technology acceptance model