Educators’ perspective on artificial intelligence: equity, preparedness, and development
Rapid advancements of artificial intelligence (AI)-based language models have created new possibilities for educational purposes, especially in English as a Foreign Language (EFL) settings. However, few studies have investigated educators’ knowledge and attitudes surrounding the use of AI. The objec...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
|
| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2447169 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Rapid advancements of artificial intelligence (AI)-based language models have created new possibilities for educational purposes, especially in English as a Foreign Language (EFL) settings. However, few studies have investigated educators’ knowledge and attitudes surrounding the use of AI. The objectives of this study were to examine in-service educators’ definitions of AI, their level of comfort in using technology, attitudes towards the advantages and disadvantages of AI in the classroom, feelings of being prepared and supported, and interrelations between these themes. A mixed-methods approach combined analysis of qualitative (interviews, open response questions) and quantitative (Likert survey; sentiment, Latent Dirichlet Allocation analysis) data collected among N = 132 participants of various countries and educational levels. Results from the study indicate participants demonstrated strong educational technology background and were positive about using AI tools in the classroom but did not feel guided or prepared yet. Based on the fact that ethical issues were raised and that the educators placed strong importance on gaining more knowledge, more research is warranted into how their perspectives can be incorporated in future AI developments. |
|---|---|
| ISSN: | 2331-186X |