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PUBLISHED DATE: - 28-09-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue09-14
PAGE NO.: - 128-139
BALANCING INNOVATION AND ETHICS:
EDUCATORS' PERSPECTIVES ON THE ROLE
OF AI IN EDUCATION
Hasan Yusuf Ali
Bilkent University, Turkey
Okon, Ofonime Ekeng
University of Uyo, Uyo, Akwa Ibom State, Nigeria
INTRODUCTION
In an age defined by rapid technological progress,
education
is
undergoing
a
significant
transformation, largely driven by the advent of
Artificial Intelligence (AI) (Karaca & Kılcan, 2023).
AI-based tools and technologies offer the potential
to revolutionize the educational landscape by
personalizing the learning experience, providing
instant feedback, and automating routine tasks.
This automation can enable teachers to dedicate
more time to essential aspects of education, such
as fostering relationships with students and
delivering tailored instruction (Abell, 2006).
As Artificial Intelligence (AI) becomes increasingly
embedded in classrooms and educational
institutions globally, understanding educators'
perspectives on this transformative technology is
crucial. This research delves into teachers'
nuanced views and attitudes toward AI's
RESEARCH ARTICLE
Open Access
Abstract
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integration into education, examining their
perceptions, preferences, and concerns.
AI's potential to revolutionize education is
significant (Fullan et al., 2023). With its ability to
analyze large datasets, tailor instruction to
individual student needs, and automate
administrative tasks, AI promises to enhance
educational outcomes and make learning more
personalized and accessible. However, this
promise is not without its challenges. Ethical
dilemmas and privacy concerns pose critical
questions about the responsible use of AI in
educational settings. As AI continues to reshape
the teaching and learning process, it becomes
essential to understand educators' perspectives,
given their vital role in shaping the future of
education (Alam, 2021).
This study provides a comprehensive examination
of teachers' perspectives by administering the
Opinion Scale on Artificial Intelligence in
Education. Through interviews with 74 educators,
the research seeks to offer a well-rounded
understanding of how teachers perceive AI's role
in their classrooms and institutions. The findings
highlight a dual response to AI in education
—
both
enthusiasm for its potential and caution regarding
the ethical and privacy issues it raises.
The research is organized to first explore the
positive aspects that teachers associate with AI in
education. It then addresses the ethical and
privacy concerns that educators have voiced.
Through this balanced analysis, the study
contributes to the ongoing dialogue on AI's role in
education and advocates for a holistic approach
that leverages AI's benefits while protecting the
core values and rights inherent in the educational
process.
The findings of this study hold significant
implications for policymakers, educators, and
technology developers. It is crucial to design and
implement AI-based educational tools and
technologies with a keen understanding of
teachers' perspectives and concerns. Involving
teachers in the development and deployment of AI
in education from the outset is essential to ensure
these technologies meet the needs of both
educators and students. Furthermore, providing
teachers with adequate training and support is
vital for the effective integration of AI in the
classroom, enabling them to harness its full
potential to enhance teaching and learning.
AI technologies consist of various computer
systems and algorithms designed to replicate
human intelligence, including capabilities like
learning from data, reasoning, problem-solving,
and interacting with the environment (Kok et al.,
2009). As AI becomes more integrated into
educational
environments,
understanding
teachers' perspectives on this technological shift is
increasingly important (Karakose et al., 2023).
The introduction of AI in classrooms is
transforming teachers' roles and their attitudes
toward technology. Numerous studies have
explored educators' perceptions of AI and its
impact on their profession (Athanassopoulos et al.,
2023). Polak et al. (2022) used the Will, Skill, Tool
model to examine how AI can be effectively
integrated into education. Through focus groups
and surveys, they identified the need for an AI-
supportive online educational platform. The
findings revealed that teachers generally have a
positive attitude and strong motivation for AI in
education (Will factor). Although they have basic
digital skills, their proficiency in AI-specific skills
was found to be limited (Skill factor). While
resources were largely accessible, further research
on the readiness of tools is advised.
Chounta et al. (2022) focused on how Estonian K-
12 teachers perceive AI, using the Fairness,
Accountability, Transparency, and Ethics (FATE)
framework. A survey of 140 teachers showed that
despite having limited AI knowledge, educators
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view AI as a valuable educational tool. The study
underscores the importance of AI support to
enhance teacher productivity and highlights AI’s
role in helping teachers access and utilize
multilingual content. Kim and Kim (2022)
investigated STEM teachers' views on an AI-
enhanced scaffolding system, finding that while
most saw AI as beneficial for supporting
scaffolding, there were concerns about changes in
the teacher's role and the need for transparency in
AI decision-making.
Although these studies have significantly
contributed to understanding teachers' views on
AI in education, there remain gaps that require
further investigation (Papadakis et al., 2023).
Many studies have yet to fully address the diversity
of educational contexts and teacher demographics.
Future research should consider variations in
school types, grade levels, and work environments
to provide a more complete understanding. This
research aims to explore educators' perspectives
on AI and determine if these views vary based on
their years of teaching experience and subject
specializations.
METHOD
This study utilized a survey research model to
explore teachers' perspectives on the integration
of AI in education. The survey approach was
selected due to its structured and systematic
method for gathering quantitative data from a
diverse group of educators. The research model
was meticulously crafted to meet specific
objectives, including gauging teachers' attitudes
toward AI, evaluating their preparedness for AI
integration, and examining their perceptions of the
benefits and challenges that AI presents in
educational settings.
This study utilized the Opinion Scale on Artificial
Intelligence in Education, developed by Dulger and
Koklü (2003). The scale was specifically designed
to assess the opinions of school administrators and
teachers regarding the use of AI in education.
Dulger and Koklü (2003) conducted a thorough
examination of the questionnaire's psychometric
properties. The study group consisted of school
principals and teachers working in public high
schools. During the scale's development, 62 initial
items were created and reviewed by experts.
Exploratory
Factor
Analysis
(EFA)
and
Confirmatory Factor Analysis (CFA) were
conducted to refine the scale. EFA resulted in a 28-
item, four-dimensional scale, explaining 56.58% of
the total variance. The dimensions identified were:
the benefits of using AI in education, prejudices
about AI in education, views on the scope of AI, and
definitions of AI. CFA confirmed the scale's
structure, with goodness-of-fit indices indicating a
valid and reliable tool (χ² = 1017.416, df = 344, GFI
= 0.862, RMSEA = 0.07, CFI = 0.91, NFI = 0.84). The
scale is divided into two sections. The first section
gathers demographic information, including the
participants' gender, school type, educational
background, field of study, and years of service.
The second section, comprising 28 items, focuses
on teachers' views on AI in education, using a 5-
point Likert scale ranging from "1 Strongly
Disagree" to "5 Strongly Agree" to measure their
perspectives. Specifically, the scale includes 16
items related to the benefits of AI, six items
addressing its drawbacks, two items concerning
the scope of AI, and three items focused on defining
the concept of AI.
This study employed purposive sampling as its
method for participant selection. Researchers
chose participants based on specific criteria to
ensure the sample included a diverse range of
educators with varying experiences and
perspectives on integrating AI in education. This
approach enabled the researchers to focus on
individuals who could offer valuable insights
aligned with the research objectives, such as
understanding teachers' attitudes toward AI,
evaluating their readiness for AI integration, and
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exploring their perceptions of the benefits and
challenges AI presents in educational contexts.
Details about the participants' gender, type of
school, years of service, and graduation rates are
provided in Table 1.
Table 1:
Distribution of participants
Gender
Type of
school
Years of service
Graduation Status
Male Female
Public Prive 4-20
21-37
Master’s degree Doctorate Bachelor’s degree
Teachers
f
20
54
62
12
37
37
16
5
53
%
27
73
86.8
16.2
50
50
20.5
6.8
72.6
The sample included 27% male (n = 20) and 73%
female (n = 54) participants. Among them, 16.2%
(n = 12) were employed in private schools, while
83.8% (n = 62) worked in public schools. The
lower number of male participants may reflect the
higher proportion of women in the teaching
profession. According to statistics from the
Ministry of National Education (2021), there are
1,139,673 teachers in formal education, with
455,294 being male and 684,379 female.
Additionally, there are fewer teachers in private
schools compared to public schools, with 975,698
teachers in public institutions and 163,975 in
private ones.
Regarding educational qualifications, 20.5% of
participants hold a master’s degree, 6.8% have a
doctorate, and 72.6% possess a bachelor’s degree.
The lower number of participants with advanced
degrees reflects the generally small proportion of
teachers pursuing further education beyond their
undergraduate studies.
Participants were categorized into two groups
based on their years of experience: "new-
generation" teachers with 4 to 20 years of
experience, and "old-generation" teachers with 21
to 37 years. The distribution between these groups
is relatively balanced. The participants come from
11 different fields, with detailed information
provided in Table 2.
Table 2: Teachers’ field of study
Teachers’ field of study
f
%
English
25
33.8
Classroom Teacher
8
8.1
Science and Technology
8
10.8
Counsellor
7
10.8
Mathematics
6
9.5
Social Science
5
6.8
Technology and Design
4
5.4
Physical Education
3
4.1
Music
1
1.4
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Special Education
1
1.4
Total
74
100
The data collection for this study was carried out
using a Google Form questionnaire, which was
distributed to teachers through WhatsApp. This
method was chosen to efficiently gather
quantitative data on educators' views regarding
the integration of AI in education. Google Forms
provided an organized platform for collecting
responses from a diverse group of teachers, while
WhatsApp enabled quick and direct distribution of
the questionnaire link to the participants. Teachers
received clear instructions and guidelines with the
questionnaire to ensure consistency in their
responses. They could access and complete the
survey at their convenience, benefiting from the
flexibility of an online platform like Google Forms,
which allowed them to respond at a time and
location that suited them. The data collection
process was conducted with strict adherence to
ethical standards, ensuring the confidentiality and
anonymity of participants' responses. The
research team was also available to address any
questions or concerns that participants might have
had during the survey period.
The data were initially analyzed using percentages
(%), frequencies (f), standard deviation (S), and
mean (x) to gain insights into the distribution and
central tendency of the data. To assess the
normality of the data, the Kolmogorov-Smirnov
test was used, evaluating the data's distribution
shape and its conformity to the normal
distribution assumption. Additionally, Levene’s
test was conducted to check for homogeneity of
variance across groups. Once the assumptions for
parametric tests were confirmed, one-way ANOVA
and independent sample t-tests were applied to
examine whether teachers' views on artificial
intelligence varied according to their years of
employment and field of study. All statistical
analyses and computations were carried out using
the Statistical Package for the Social Sciences
(SPSS) software, a widely utilized tool for
statistical analysis and data management in the
social sciences and psychology fields.
RESULT
Table 3 provides a summary of the perceived
benefits of AI. The data reveal that a notable
proportion of teachers have favorable views on AI
in education. Specifically, 43% of teachers consider
AI crucial for personalizing education, while 33%
are uncertain about its effectiveness in this regard.
Additionally, 65% of teachers believe AI will have
a positive impact on the economy. Furthermore,
52% of teachers agree that AI will enhance
productivity, though 30% remain unsure. A
substantial 90% of teachers believe AI has the
potential to save time.
In terms of AI's role in the educational process,
66% of teachers view AI as essential for
monitoring learning progress, and 77% think it
will aid in personalized learning. Moreover, 75% of
teachers believe AI can effectively track students'
learning and provide more effective educational
materials. Additionally, 80% of teachers see AI as a
valuable resource for offering varied methods to
meet students' needs and as a complementary tool
for educators. An overwhelming 90% of teachers
view AI as a valuable asset for accessing
information and time-saving, with many also
seeing it as enhancing the enjoyment and
accessibility of learning. Regarding AI's long-term
impact, 58% of teachers think AI will promote
more enduring learning, while 30% are undecided.
Finally, 65% of teachers believe that AI will help
achieve the goals of the education system.
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Table 3: Findings about positive aspects of AI
Positive aspects (benefits) of Artificial Intelligence
1
2
3
4
5
Mean SD
6. It is necessary for the individualization of
education.
f
1
16
25
19
13
3.36
1.05
% 1.4 21.6 33.8 25.7
17.6
7. Contributes to the economy.
f
0
4
21
34
15
3.81
0.82
%
5.4
28.4 45.9
20.3
8. Increases productivity.
f
4
9
22
30
9
3.42
1.03
% 5.4 12.2 29.7 40.5
12.2
9. Saves time.
f
0
2
1
46
25
4.20
0.62
%
2.7
1.4
62.2
33.8
10
. It is necessary to monitor the learning process.
f
2
7
15
34
16
3.75
0.99
% 2.7
9.5
20.3 45.9
21.6
11
. Contributes to individual learning.
f
1
2
13
39
19
3.99
0.81
% 1.4
2.7
17.6 52.7
25.7
12
. It follows students’ learning process.
f
0
6
13
37
18
3.91
0.86
%
8.1
17.6
50
24.3
13
. Provides more practical materials.
f
0
5
13
35
21
3.97
0.866
%
6.8
17.6 47.3
28.4
14
.
Offers different methods according to their
needs.
f
0
0
13
41
20
4.09
0.66
%
17.6 55.4
27
15
. It is a complementary resource for teachers.
f
0
3
5
46
20
4.12
0.7
%
4.1
6.8
62.2
27
16
. It is a source for teachers to access information.
f
0
3
4
46
21
4.15
0.7
%
4.1
5.4
62.2
28.4
17
. it is a source for teachers to access information.
f
0
2
6
45
21
4.15
0.68
%
2.7
8.1
60.8
28.4
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18
. it is a source for teachers to access information
f
1
8
22
29
14
3.67
0.95
% 1.4 10.8 29.7 39.2
18.9
19
.
It contributes to achieving the goals of the education
system.
f
0
6
20
35
13
3.74
0.84
%
8.1
27
47.3
17.6
20
. It makes learning more fun.
f
1
2
9
40
22
4.8
0.8
% 1.4
2.7
12.2 54.1
29.7
21
. It makes learning easier.
f
3
1
10
44
16
3.93
0.88
% 4.1
1.4
13.5 59.5 21.06
These findings reveal the varied opinions teachers
have about the potential benefits of AI in
education, highlighting the importance of
considering these perspectives in discussions and
implementations of AI in educational settings. The
survey results show that many teachers are
optimistic about AI's positive impact on
personalized learning, productivity, and the
economy. They also believe AI can save time,
monitor learning progress, and support the
achievement of educational goals. These
viewpoints emphasize AI's potential as a valuable
supplementary resource for teachers, aiding in
information access and making learning more
enjoyable and efficient. However, it is important to
address the concerns some teachers have
regarding AI's use in education. Table 4 outlines
these specific concerns. According to the survey, a
significant majority (60%) of teachers worry that
integrating AI into education might lead to a loss of
emotional connection. Additionally, 47% express
concerns about AI's potential security risks, with
33% remaining undecided on this issue.
Furthermore, 47% of teachers are skeptical about
AI's ability to ensure information confidentiality,
while 36% are uncertain.
Regarding the impact on teaching and learning,
51% of teachers are concerned that AI could lead
to passivity among students. Despite this, 60% do
not believe AI will make teachers lazy, and 70%
think AI will not reduce the researchers' role of
teachers. However, 50% of teachers worry that AI
integration might introduce ethical issues in the
educational environment. These insights illustrate
the diverse perspectives on AI's implications in
education and underscore the need to consider
these viewpoints in the ongoing debate about AI
integration
in
educational
settings.
AI
encompasses various applications, including its
role as an auxiliary system for education and a tool
for knowledge management. Teachers' opinions on
the scope of AI are detailed in Table 5.
Table 5:
Findings on the scope of AI
Scope of Artificial Intelligence
1 2
3
4
5
Mean
SD
3. It is an auxiliary system for education.
f
0 1
14
39
20
4.05
0.71
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%
1.4 18.9 52.7
27
4.
It is a tool that can be used in knowledge
management
f
0 0
5
44
25
4.27
0.58
%
6.8
59.5 33.8
The survey results indicate that the majority of
teachers (58%) view AI as a valuable system that
supports and enhances the educational process.
Furthermore, a substantial 90% of teachers
consider AI to be a crucial tool for knowledge
management. Detailed findings on teachers'
perceptions of AI are presented in Table 6.
Table 6 Findings on the concept of AI
The Concept of Artificial Intelligence
1
2
3
4
5
Mean
SD
5.
It is a computer-controlled robot designed to
perform tasks.
f
3
4
6
39
22
3.99
0.98
% 4.1 5.4 8.1 52.7 29.7
1. It is high-level technology.
f
0
2
4
34
34
4.35
0.71
%
2.7 5.4 45.9 45.9
2. It is a computer program.
f
1
3
3
42
25
4.18
0.80
% 1.4 4.1 4.1 56.8 33.8
Teachers describe AI as an advanced technology
encompassing computer programs and computer-
controlled robots designed to perform various
tasks. To assess whether teachers' perspectives on
AI differed based on their length of service, an
independent sample t-test was conducted.
Teachers were categorized into two groups based
on their years of service: those with 4 to 20 years
of experience were classified as the "new
generation," while those with 21 to 37 years were
classified as the "old generation." Descriptive
statistics for these groups are provided in the
participants' section.
Teachers' views on AI were measured using a
Likert-type scale, with scores ranging from 1 to 5.
These scores were aggregated and analyzed using
the independent sample t-test. Descriptive
statistics for the overall scores reflecting teachers'
views on AI are detailed in Table 7.
Table 7: Descriptive findings of the total score of teachers’ views on AI
Min
Max
Mean
SD
Kolmogrov Smirnov
Total points
84
138
106
9.5
0.198
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The total scores on the scale ranged from a
minimum of 84 to a maximum of 138. The mean
score was 106, with a standard deviation of 9.5.
The Kolmogorov-Smirnov test was used to assess
the normality of the distribution of these total
scores. Examination of Table 7 shows that the
distribution of teachers' opinions on AI is
approximately normal. With the assumptions for
parametric testing met, an independent sample t-
test was employed to evaluate whether teachers'
views on AI varied according to their years of
experience. The results of the independent sample
t-test are presented in Table 8.
Table 8: Findings about independent sample t-test
Years of
service
N
Mean
SD
t
df
p
Total points
1 (21-37)
37
106
10
0.375
72
0.709
2 (4-20)
37
105
8
Analysis of Table 8 reveals that teachers' views on
artificial intelligence do not vary according to their
years of service. To examine whether teachers'
opinions on AI differ across various branches, a
one-way ANOVA was conducted. This test was
chosen due to the involvement of teachers from 11
different branches. Prior to performing the one-
way ANOVA, it was crucial to verify that the test
assumptions were met, including the homogeneity
of variances among groups and the normality of
the data (Kim & Cribbie, 2017). The normality
assessment is detailed in Table 7. Levene’s tes
t,
which was conducted to assess variance
homogeneity, is presented in Table 9.
Table 9 Levene’s test
Levene
Statics
df1
df2
Sig
2.48
8
63
0.783
Examination of Table 9 shows that the Levene test
result for the items is not significant (p > 0.05).
This indicates that the data set meets the
assumptions required for the ANOVA test. The
findings, as presented in Table 10, reveal that
teachers' opinions about artificial intelligence do
not differ based on their field of study.
Table 10
Findings on One way ANOVA
Total points
Sum of Squares
df
Mean Square
F
Sig.
Between groups
1356.645
10
135.664
1.609
0.125
Within groups
5311.207
63
84.305
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Total
6667.851
73
DISCUSSION
The study on teachers’ perceptions of AI in
education provides insightful perspectives on how
AI is viewed as a supplementary tool in educational
settings. The data reveals that many teachers hold
positive views of AI, considering it a valuable asset
for enhancing education. They see AI as beneficial
for
supporting
individualized
learning,
contributing to the economy, improving
productivity, and tracking the learning process.
Additionally, teachers recognize AI’s potential to
offer complementary resources, aid in material
development, enhance learning outcomes, and
help achieve educational goals. Despite these
positive views, some teachers have raised
concerns about AI’s role, including fears of
diminishing emotional engagement, threats to
security and privacy, and the risk of fostering
passivity among students. There are also concerns
about how AI might impact teachers’ roles and
ethical considerations.
The positive perception of AI among teachers
aligns with the broader recognition of technology’s
benefits in education. This sentiment is consistent
with research highlighting the growing awareness
of technology’s impact on educational outcomes,
such as digital addiction and academic
achievement (Karakose et al., 2023). The study’s
findings support previous research showing a
generally favorable attitude towards AI as an
educational tool, consistent across different levels
of experience and academic backgrounds (Chiu &
Chai, 2020).
The study also reflects a well-rounded
understanding of AI, including its applications in
robotics, advanced technology, and programming,
as noted in research by Hinojo-Lucena et al. (2019)
and Akgun¨ and Greenhow (2021). These findings
underscore a comprehensive awareness of AI’s
potential to revolutionize education, despite
concerns about privacy and over-reliance.
Teachers largely view AI as a beneficial
educational tool, acknowledging its potential to
enhance personalized learning and manage
knowledge efficiently. While there are valid
concerns, the overall perception is positive,
indicating a broad understanding and acceptance
of AI’s role in education.
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