Generative Artificial Intelligence in Education: Teachers’ Attitudes and Influencing Variables

Abstract

Artificial Intelligence (AI) has emerged as a powerful tool in education, enhancing instructional processes and reshaping teachers’ interactions with students. The effective integration of AI technologies can support teachers’ pedagogical competencies, thereby increasing student achievement and motivation. In this context, teachers’ attitudes toward AI play a crucial role in the adoption and successful implementation of these technologies in educational settings. This study examined teachers’ attitudes toward the use of AI and investigated whether these attitudes differed across various demographic variables. The research employed quantitative, causal-comparative design and was conducted with 159 teachers. Data were collected using an attitude scale toward AI. The findings revealed that teachers’ attitudes toward AI in education differed significantly according to age, years of professional experience, current use of AI, and participation in AI-related training. In contrast, no statistically significant differences were found based on gender, school level, school type, or geographic location. These findings suggest that teachers’ attitudes toward AI technologies are shaped by personal and professional factors, which may have significant implications for integrating AI into educational practices.

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