AI in the Classroom: Insights from Educators on Usage, Challenges, and Mental Health
This study examines educators’ perceptions of artificial intelligence (AI) in educational settings, focusing on their familiarity with AI tools, integration into teaching practices, professional development needs, the influence of institutional policies, and impacts on mental health. Survey response...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-01-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/2/113 |
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| Summary: | This study examines educators’ perceptions of artificial intelligence (AI) in educational settings, focusing on their familiarity with AI tools, integration into teaching practices, professional development needs, the influence of institutional policies, and impacts on mental health. Survey responses from 353 educators across various levels and countries revealed that 92% of respondents are familiar with AI, utilizing it to enhance teaching efficiency and streamline administrative tasks. Notably, many educators reported students using AI tools like ChatGPT for assignments, prompting adaptations in teaching methods to promote critical thinking and reduce dependency. Some educators saw AI’s potential to reduce stress through automation but others raised concerns about increased anxiety and social isolation from reduced interpersonal interactions. This study highlights a gap in institutional AI policies, leading some educators to establish their own guidelines, particularly for matters such as data privacy and plagiarism. Furthermore, respondents identified a significant need for professional development focused on AI literacy and ethical considerations. This study’s findings suggest the necessity for longitudinal studies to explore the long-term effects of AI on educational outcomes and mental health and underscore the importance of incorporating student perspectives for a thorough understanding of AI’s role in education. |
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| ISSN: | 2227-7102 |