TEACHERS’ VIEWS ON THE USE OF ARTIFICIAL INTELLIGENCE TECHNOLOGY IN EDUCATION

Ali Rıza Erdem, Vildan Gider

Abstract


With the rapid advancement of technology, significant transformations are occurring in education, one of the most notable being the integration of artificial intelligence (AI). AI enables computer systems to perform human-like tasks, offering opportunities such as personalised learning experiences, closer monitoring of student progress, and data-driven insights for educational institutions. Through these capabilities, instruction can be adapted to individual needs, and learning gaps can be identified and addressed at early stages. However, alongside these advantages, the use of AI in education also raises concerns related to infrastructure limitations, data security, and the diminishing role of human interaction. Therefore, the integration of AI presents both opportunities and challenges that must be carefully balanced. A forward-looking approach requires not only strengthening technological infrastructure but also addressing the needs of teachers and students in a comprehensive manner to ensure quality and equity in education.This study aims to examine teachers’ views on the use of AI in education. Designed as a qualitative case study, the research was conducted with 10 teachers. Data were collected through a semi-structured interview form developed by the researchers and analysed using content analysis. The findings indicate that teachers’ perspectives on AI use are multifaceted. While AI is seen as a tool that supports teaching, facilitates assessment and content development, reduces workload, and enhances student engagement, concerns have also been raised regarding the quality of learning. Teachers emphasised that reliance on ready-made information, weakening of critical thinking skills, and loss of originality may negatively affect learning processes. In addition, issues such as data security, unclear usage boundaries, and inequalities in access reveal the ethical and managerial aspects of AI use. Moreover, the findings show that AI is reshaping the teaching profession. Teachers are moving from knowledge transmission to a guiding role; however, this shift also brings feelings of professional inadequacy and a need for support. Overall, the effective use of AI in education requires a planned and guiding approach that preserves instructional benefits, manages risks related to learning quality, upholds ethical principles, and ensures equitable access.

Keywords


artificial intelligence (AI), writing abilities, English majors, phenomenology

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6823

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