Teachers’ Perceptions of Students’ Use of Artificial Intelligence (AI): A literature Review

Abstract

Teachers' perceptions of students' use of Artificial Intelligence (AI) are emerging as a critical lens through which educational stakeholders understand the evolving dynamics of classroom teaching and learning. As AI tools - including generative AI like ChatGPT and instructional AI platforms - become increasingly accessible to students, teachers are tasked not only with interpreting their pedagogical value but also with managing ethical considerations such as academic integrity and fair use. This literature review synthesizes current empirical and theoretical research to explore how teachers perceive students' engagement with AI tools, identifying both supportive and critical perspectives. Overall, the literature reveals that many teachers recognize AI's potential to enhance personalized learning, streamline instructional processes, and support differentiated instruction. At the same time, teachers express significant concerns about student over-reliance on AI, lack of critical engagement, and ethical misuse of AI outputs. These perceptions are influenced by teachers' own familiarity with AI, their access to professional development, and institutional support structures. Findings suggest that effective integration of AI in education requires responsive teacher training, clear ethical guidelines, and collaborative policy frameworks that balance innovation with responsibility.

Ähnliche Arbeiten