THE USE OF ARTIFICIAL INTELLIGENCE IN PRIMARY SCHOOL: TEACHERS’ PERCEPTIONS

Abstract

Artificial Intelligence (AI) has paved the path for sustainable progress in all domains. In recent times, the realm of education has witnessed a noteworthy impact of Artificial Intelligence in Education (AIEd), particularly in the wake of the Covid-19 pandemic. The utilization of big data and educational technology has bestowed numerous advantages and amenities, thereby rendering AI a prevailing trend in the cutting-edge education system. Teachers, being one of the most crucial stakeholders, bear the responsibility of implementing the curriculum and facilitating classroom learning. Despite the manifold benefits, the integration of AI technologies and applications in the teaching and learning process remains underutilized. Prior studies have predominantly focused on the development of AI systems in higher education, while insufficient attention has been given to the use of AI technology in primary education. To examine the impact of teachers' perceptions on the continued usage intention of AI technology in primary schools, a survey-based study was conducted. The research data were analyzed using descriptive and inferential analysis, encompassing descriptive, correlation, and regression results. The findings of the study divulged that teachers' perceptions exerted an influence on their intention to persist in using AI technology. Therefore, in order to effectively implement policies, policymakers must critically consider the responses of teachers to transform working conditions and academic curricula.