Obstacles or Opportunities: Teachers' Concerns About Adopting Generative AI in Learning and Teaching

Abstract

Generative Artificial Intelligence (GAI) is introduced to transform learning and teaching in K-12 education, yet empirical insights into teachers' apprehensions and expectations remain limited. Employing the Stages of Concerns (SoC) framework, this study investigated 83 Hong Kong teachers' perceptions of incorporating GAI into teaching practices. Analysis revealed that the participants simultaneously held both strong “hindering concerns” and “bolstering concerns.” The coexistence of the perceived “obstacles” and “opportunities” indicates that, although teachers confront substantive challenges, they remain motivated to exploit the effective integration of GAI into their pedagogical practices. The findings unfold the need for stage-specific professional development programs that systematically address teachers' concerns while building the competencies required for effective GAI adoption in K-12 sectors.

Ähnliche Arbeiten