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The growing impact and importance of artificial intelligence in society has led to an increasing interest for the potential of artificial intelligence as an educational tool in schools to aid both students and teachers. In this study we investigate digitally skilled K-12 mathematics teachers’ (N=85) attitudes towards and expectations on the role of...
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... to questions 12-14 provide some background on the teachers' thoughts and discussions at school that have been connected to this topic. Figure 1 shows that AI discussions take place in schools and that some teachers think about and discuss, at least occasionally, the potential use of AI-tools in education. There were only a few responses to question 16 on the teacher's early experience with AI-based tools, possibly reflecting the absence or lack of proper AI tools in schools. ...
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... AI offers transformative potential to personalize learning, optimize administrative tasks, and enhance student engagement by tailoring resources to individual needs and enabling adaptive systems that respond to real-time data (Molefi et al., 2024;Pörn et al., 2024). Teachers with knowledge of AI are better prepared to utilize these technologies to create inclusive and equitable learning environments, as AI can address the needs of diverse learners (Pörn et al., 2024). ...
... AI offers transformative potential to personalize learning, optimize administrative tasks, and enhance student engagement by tailoring resources to individual needs and enabling adaptive systems that respond to real-time data (Molefi et al., 2024;Pörn et al., 2024). Teachers with knowledge of AI are better prepared to utilize these technologies to create inclusive and equitable learning environments, as AI can address the needs of diverse learners (Pörn et al., 2024). Furthermore, understanding AI allows teachers to critically evaluate its role, addressing ethical concerns such as bias, data privacy, and the potential over-reliance on technology (Molefi et al., 2024). ...
... For example, Pörn et al. (2024) investigated the attitudes and expectations of 85 digitally skilled Finnish mathematics teachers in relation to the role of AI in education. Results revealed that teachers were generally open and curious about AI's potential, viewing it as a tool for personalization, assessment, and providing challenges for advanced learners. ...
This study explores teachers’ readiness and perceptions regarding the integration of artificial intelligence (AI) tools in education. The study was conducted among 3,848 Estonian teachers. Given AI’s transformative potential in enhancing teaching effectiveness, automating administrative tasks, and supporting personalized learning, it is critical to assess whether teachers are equipped to effectively utilize these technologies. Utilizing a comprehensive framework informed by human-centered approaches, this research investigates teachers’ familiarity, attitudes, perceived usefulness, and readiness to implement AI-driven tools in educational settings. A survey conducted among teachers reveals a balanced perspective characterized by interest, openness, and awareness of both opportunities and potential risks associated with AI. Findings indicate significant predictive relationships between perceived usefulness and readiness, as well as attitudes toward AI tools and actual adoption intentions. Teachers’ confidence and perceived relevance of AI in educational contexts emerge as key factors facilitating their willingness to engage with AI technology. Conversely, factors such as AI anxiety and limited training opportunities are identified as barriers to effective implementation. The study underscores the need for targeted professional development programs, ethical guidelines, and policy support to enhance teachers’ readiness and facilitate the responsible integration of AI into educational practices.
... Previous research has examined students' interest in AI, but teachers' perspectives and preparedness for teaching AI-related courses are equally important. AI education in elementary schools would be challenging without teacher help and preparation (Pörn et al., 2024). Even while researchers have built tools and curricular materials to teach AI principles, many instructors may not feel ready to apply them. ...
... The readiness of primary school teachers to use AI-generated graphics in short stories is crucial to the successful integration of AI education. Educational institutions may help instructors implement artificial intelligence (AI) technology and enhance students' literary teaching by understanding their perspectives, addressing their concerns, and providing appropriate support and materials (Pörn et al., 2024). ...
... Digital learning needs student, teacher, and technology pedagogical preparation. Technology promotes AI in all disciplines, including education (Pörn et al., 2024), according to Luan et al. (2020). Malaysian primary school teachers' technological readiness to teach literature in action has been studied, but AI readiness has not. ...
This study investigates the readiness of primary school teachers to use AI-created images for teaching literature, identifying the main factors influencing such readiness. For this research, a sample of 70 teachers will be approached. The study will be carried out by applying various statistical analyses: reliability analysis, descriptive statistics, correlation analysis, and regression analysis. The results indicate that teachers' readiness is high and significantly influenced by performance expectancy, effort expectancy, social influence, and facilitating conditions. These factors have a positive correlation with teachers' readiness to accept AI-generated images, which is further testified by regression analysis as having predictive power. The implications of these findings are great in terms of educational policy, teacher training, curriculum development, and technology integration for stipulating the need for supportive policies, comprehensive training programs, and user-friendly AI tools in the teaching process. The proposed future studies are longitudinal in nature, such as investigating teacher readiness, the impact of AI on student learning outcomes, cross-cultural comparison studies, and various applications of AI in education. This research study thus adds value to the burgeoning literature on AI integration into schools and paves the way for subsequent studies toward improving teaching practices and enhancing.
... A Finnish study by Pörn et al. (2024) involved a survey of 85 digitally skilled Finnish K-12 mathematics teachers. The research that was conducted shortly before the publication of ChatGPT-3 focused on their attitudes toward AI's integration into the classroom, revealing a generally positive outlook toward AI's potential benefits for teaching and learning. ...
This study presents a scoping survey examining the integration of ChatGPT in mathematics education, highlighting its benefits, challenges, and implications for teaching and learning. The survey identifies key themes, including ChatGPT’s ability to assist in understanding mathematical concepts, lesson planning, assessment design, personalized learning, and fostering collaboration. While the tool demonstrates potential in enhancing self-regulated learning, providing real-time feedback, and supporting critical thinking, challenges such as its occasional inaccuracies, ethical concerns, and the risk of over-reliance on AI are also noted. The review emphasizes the importance of human oversight and ethical considerations in leveraging ChatGPT for inclusive and dynamic mathematics education. It concludes that, with thoughtful integration, ChatGPT can serve as a transformative resource, fostering both individualized and collaborative learning experiences while reshaping the learner–tool relationship in educational contexts.
... Many countries have already tried integrating AI in their curriculum like Korea, Indonesia, USA, Finland, … (J. Kim et al., 2022;Fitria, 2021, Mohamed et al., 2022, Pörn et al., 2024. As for Lebanon, one can witness a move towards AI in education through webinars, workshops, and conferences; but, to the knowledge of the researchers, there is no written curriculum to implement as an integrated part of the educational system. ...
... Recognizing the relation between Mathematics algebra, statistics/probability, logic, … and how AI operates, in addition to the rich literature of implementing and integrating AI in the Math curriculum (Wang & Johnson, 2019;Mohamed et al., 2022;Wardat et al., 2023;Pörn et al., 2024) encouraged the researchers to take a first step in filling the gap of integrating AI in the Lebanese Math curriculum. Moving bottom up from preparing and reinforcing preservice Math teachers with the AI features and the AI tools in general and for Mathematics teaching in particular, a modular was designed to fulfill this perspective to be tried as a pilot study. ...
... Additionally, stud ies revealed that teachers should understand the importance of using AI in their classrooms and explain its concepts to the learners with focus on ethical and responsible use. In K-12 mathematics education, AI tools have shown promising results in personalizing instruction and assessment, yet they also raise concerns about overreliance and ethical issues (Pörn et al., 2024). Research also suggests that thoughtfully designed AI curricula, incorporating ethical considerations, can significantly enhance student engagement and understanding (Luckin et al., 2016). ...
... The literature also shows that teachers' attitudes towards AI strongly influence their willingness to adopt these technologies in their teaching practices. Pörn's research revealed that while teachers recognized the potential benefits of AI for personalized assessment, they also expressed concerns about over-reliance on the technology (Pörn et al., 2024). This perspective resonates with Lérias' research, which emphasizes the need for educators to develop AI literacy to effectively utilize these tools in teaching (Lérias et al., 2024). ...
Purpose – This study aims to explore the effect of GPT Chat utilization on the performance of Islamic religion teachers in making teaching modules. Specifically, this study examines (1) the performance of Islamic religion teachers before utilizing Chat GPT, (2) how the utilization of Chat GPT by Islamic religion teachers, (3) the performance of Islamic religion teachers after utilizing Chat GPT, and (4) whether there is a significant effect of utilizing Chat GPT on teacher performance in making teaching modules. Design/methods/approach – This research uses a quantitative approach with a pre-experiment design. Data collection tools include questionnaires, observation guidelines, and documentation. Hypothesis testing was conducted through normality tests (Kolmogorov-Smirnov and Shapiro-Wilk) and non-parametric tests (Wilcoxon) to measure significant differences between pretest and posttest results. Findings – The findings of this study indicate that the use of Chat GPT affects the performance of Islamic religion teachers in making teaching modules. Research implications/limitations – This study shows that the utilization of Chat GPT significantly improves teacher performance in doing Islamic religious education teaching modules. However, this study has limitations because of the small sample size of only 22 teachers. Future research can expand the scope by involving a larger sample and other education levels. Originality/value – This study provides empirical evidence of the transformative potential of digital technologies in Islamic religious education practice and offers insights into how teachers can integrate AI technologies to improve Islamic religious education teaching strategies and learning outcomes.
... Despite mathematics teachers having extensive experience with AI in classrooms, there are still concerns regarding the risk of diverting learning focus (Pörn et al., 2024). Research by Bütün (2021) shows that mathematics teachers have a positive attitude towards computer technology in mathematics education, regardless of gender or school level. ...
The rapid advancement of digital technology necessitates that teachers enhance their competencies in the teaching and learning process of mathematics. This study aims to evaluate the demographic factors affecting teachers' use of digital technology and their digital skills, explore the frequency of online learning platform usage in relation to teachers' digital skills, and identify challenges while providing recommendations for integrating technology into mathematics instruction through a Sequential Explanatory Design mixed-methods approach. The quantitative sample consisted of 104 mathematics teachers, with 14 teachers selected as respondents for the qualitative phase. Data collection instruments included questionnaires, structured interviews, and non-participant observations, with quantitative data analyzed using Jamovi 2.4.8.0 software, and qualitative data manually coded and thematically analyzed using an inductive-deductive approach. The findings indicate that employment status, teaching experience, and school level significantly influence the use of digital technology in teaching mathematics. Teachers who are government employees under contract, have over 10 years of teaching experience, and teach at the middle or high school level tend to integrate technology more effectively. Consequently, government policies and educational programs for technology development should prioritize teachers irrespective of their employment status, offering continuous training (both online and offline) focused on mathematics.
... A Finnish study by Pörn et al. (2024) involved a survey of 85 digitally skilled Finnish K-12 mathematics teachers. The research, that was conducted shortly before the publication of ChatGPT-3, focused on their attitudes towards AI's integration into the classroom, revealing a generally positive outlook towards AI's potential bene ts for teaching and learning. ...
This initial article of the Special Issue on Chat GPT in mathematics education is in two parts: (1) a report on a scoping review study that provides the background to the articles in the Special Issue; and (2) the editorial that affords a glance at the seven articles of the Special Issue.
... Research into teachers' perceptions of AI reveals that while they acknowledge the importance of integrating AI into education, they also recognize a gap in their understanding of how to implement it effectively in the classroom (Chounta et al., 2022). Additionally, teachers express concerns that the shift towards AI might reduce social interactions in learning environments and raise issues of fairness and responsibility (Pörn et al., 2024;McGrath et al., 2023). By addressing these concerns and providing appropriate training and support, educators can harness the full potential of AI to create a more effective and engaging learning environment. ...
... Another key finding of this research pertains to students' views on the necessity of incorporating AI-powered applications and programs into educational curricula. The data reveals a relatively lower percentage of respondents supporting the formal introduction of AI in curricula, which aligns with previous studies in the field (Almaraz-López et al., 2023;Ghotbi et al., 2022;Choi et al., 2024;Chounta et al., 2021;Pörn et al., 2024;McGrath et al., 2023). This outcome highlights the importance of a systematic and cautious approach to integrating AI into education. ...
The advent of cutting-edge technologies has prompted the transformation of current educational systems by integrating these advancements into contemporary teaching and learning methodologies. Given the substantial potential of Artificial Intelligence (AI) to revolutionize these practices, the consideration of its incorporation into the educational domain is inevitable. This research delves into the latest developments in AI within education, examining how secondary school students involved in this research utilize AI and for what specific purposes. Additionally, this study seeks to understand whether these students employ Artificial Intelligence for educational and learning purposes and their opinions on its inclusion in educational frameworks. The collected data provide valuable insights into students' comprehension of AI's role and objectives in education and their perspectives on its application across various scenarios. Furthermore, the study underscores the significance and challenges of integrating Artificial Intelligence into curricula, highlighting the opportunities it presents for crafting educational practices that enhance students' academic knowledge and digital proficiency while emphasizing the ethical and responsible use of such technologies. ABSTRAK Munculnya teknologi mutakhir telah mendorong transformasi sistem pendidikan saat ini dengan mengintegrasikan kemajuan ini ke dalam metodologi pengajaran dan pembelajaran kontemporer. Mengingat potensi besar Kecerdasan Buatan (AI) untuk merevolusi praktik-praktik ini, pertimbangan untuk memasukkannya ke dalam bidang pendidikan tidak dapat dihindari. Penelitian ini menggali perkembangan terkini AI dalam dunia pendidikan, mengkaji bagaimana siswa sekolah menengah yang terlibat dalam studi kasus ini memanfaatkan AI dan untuk tujuan spesifik apa. Selain itu, penelitian ini berupaya memahami apakah para siswa ini menggunakan Kecerdasan Buatan untuk tujuan pendidikan dan pembelajaran serta pendapat mereka tentang penyertaannya dalam kerangka pendidikan. Data yang dikumpulkan memberikan wawasan berharga mengenai pemahaman siswa tentang peran dan tujuan AI dalam pendidikan serta perspektif mereka terhadap penerapannya dalam berbagai skenario. Lebih jauh lagi, penelitian ini menggarisbawahi pentingnya dan tantangan dalam mengintegrasikan Kecerdasan Buatan ke dalam kurikulum, menyoroti peluang yang ada untuk menciptakan praktik pendidikan yang meningkatkan pengetahuan akademis dan kemahiran digital siswa sambil menekankan penggunaan teknologi tersebut secara etis dan bertanggung jawab.
... Secondly, exploring teachers' perceptions and attitudes towards AI is essential for promoting their intentions to learn about AI and its educational implications (AlKanaan, 2022). Understanding teachers' attitudes and expectations regarding AI is a fundamental step toward successfully implementing AI in the classroom (Pörn, 2024). ...
The impact of artificial intelligence (AI) technological advancements is reshaping various aspects of our daily lives, including education. Integrating AI in education offers advantages such as personalized learning and operational efficiency. However, educators need to be aware of AI's implications in education. Teachers must enhance their awareness and knowledge levels to adapt to the educational environment where AI technologies are becoming increasingly prevalent. Therefore, this research aims to assess teachers' AI awareness levels and investigate whether AI awareness varies based on age, graduation status, and years of experience. This study used data collected from 147 educators using the Teachers' Artificial Intelligence Awareness Scale. The results indicated that teachers' AI awareness was at a moderate level. Additionally, the study examined teachers' AI awareness across different variables. Independent sample t-tests and one-way ANOVA analyses determined teachers' AI awareness variation based on age. The research findings suggest that younger educators and those with higher academic qualifications have more excellent practical knowledge of AI. The study's limitations included a relatively small sample size and the assumption of accurate participant responses. Despite these limitations, understanding teachers' AI awareness levels is a foundation for developing educational programs related to AI. By understanding teachers' perceptions and knowledge of AI, tailored interventions and training initiatives can enhance educators' proficiency in effectively utilizing AI technologies within educational settings.
... Teachers' perceptions about Artificial Intelligence have also been in focus of study lately, and research results show that teachers are also aware of the necessity of incorporating AI in education, but they identify a lack of knowledge on how to implement AI in their classes, emphasizing the need for professional training in the use of AI [21]. Additionally, research findings also show that teachers are concerned that teaching and learning will move away from social interaction and that learners will experience a shift towards mere interaction with machines [22]; another concern of teachers relates to fairness and responsibility [23]. ...
... There is a considerably lower percent-age of positive answers that support the introduction of AI in curricula. This result complies with the findings presented in research in the field [17], [18], [19], [21], [22], [23]. The analysis and comparisons of the answers draw attention to the need for a systematic approach and careful introduction of AI in education. ...
The arrival of recent technologies has instigated the reformation of the existing educational systems by their incorporation into modern teaching and learning practices. As Artificial Intelligence has the potential to completely change these practices, the question of introducing it into the educational sector arises. For that reason, this study focuses on recent trends in the field of Artificial Intelligence in education, with the aim to investigate whether, and for what purposes Artificial Intelligence is used by a group of students who participated in this case study. Another aim of this study is to investigate whether the respondents use Artificial Intelligence for education and learning and whether they find it appropriate to introduce it to educational systems. The data obtained from this study give direct insight into students' understanding of the place and purpose of Artificial intelligence in education and their perception of how it is used in different contexts. It also draws attention to the importance and challenges of introducing Artificial Intelligence in curricula, the possibilities it offers for designing teaching practices that promote not only students’ subject knowledge but also digital competence, and the responsible and ethical use of these possibilities.
