Artificial intelligence and teaching practice: an exploratory survey of teachers' attitudes

Abstract

The article explores teachers' attitudes towards the use of artificial intelligence (AI) in teaching practice, focusing on how the technology is perceived and its implications. It presents a study that carried out a qualitative analysis of open-ended responses collected through a specially designed questionnaire by a group of international researchers affiliated with ISATT (International Study Association on Teachers and Teaching) from 12 different countries. The survey involved 177 teachers enrolled in the initial qualification training of 30 CFUs at the Pegaso Telematic University, particularly those involved in transversal teaching.

Among the attitudes examined, the perception of Ai's usefulness, the level of trust teachers place in this technology, the perceived risks and the degree of resignation towards its increasing diffusion stand out.

Teachers' attitudes towards AI are ambivalent. On the one hand, they have a positive perception of the potential of the technology and a sufficient level of trust in it, recognising its usefulness in improving teaching practice. On the other hand, a number of perceived risks emerge, such as the potential loss of essential human skills, overdependence on technology and a reduction in human interaction in teaching.

These elements point to a strong demand for specific training. Teachers recognise the transformative potential of AI, both as a support tool and as a resource for innovative teaching, but wish to be adequately trained to consciously manage the risks associated with AI and to fully exploit its benefits for the benefit of teaching and students.