Artificial intelligence usage in the teaching-learning process: perception and challenges

Abstract

Artificial intelligence (AI) has advanced in the post-pandemic era and is unavoidable in teaching and learning. Teachers’ perceptions, as the primary gatekeepers, are essential for ensuring quality education and inclusive classrooms, with AI as a collaborator. While some teachers resist these technological shifts, others are actively adapting an AI-assisted teaching approach. We conducted this study to understand the reasons for teachers’ resistance (challenges and difficulties) and how they perceive the use of AI in the teaching, learning, and assessment process, because the first step in effective incorporation is having a favorable attitude towards it. Hence, this study explored the perceptions of 15 secondary private school teachers, selected through purposive sampling, regarding the incorporation of AI into teaching, learning, and assessment processes, as well as the challenges they faced. The researchers developed an in-depth interview schedule and conducted interviews to understand participants’ perceptions and challenges. The data is analyzed following the thematic analysis steps by Braun and Clarke. Thematic analysis revealed that teachers demonstrated a positive understanding towards the pedagogical relevance of AI, rather than merely having a favorable perception. Furthermore, teachers predominantly viewed AI as an additional tool to enhance the effectiveness of knowledge transactions and instructional design. The challenges include infrastructure accessibility and professional training; time management for preparation, skill updating, and fulfilling varied teaching and other responsibilities; the inability to verify the accuracy of information; and parental mindset. This study offers insights for developing AI-aided teacher training and relevant curricula for schools.