Teachers’ Perspective on the Use of Artificial Intelligence in Teaching and Learning Process: A Systematic Literature Review

Rhena Fahreni(1*), Hafizah Salsabila Ali(2), Afrianto Daud(3)

(1) Universitas Riau
(2) Universitas Riau
(3) Universitas Riau
(*) Corresponding Author

Abstract


Artificial Intelligence (AI) has the potential to transform various aspects of life, including education. This study aims to investigate teachers' perspectives on using AI in the teaching and learning process through a systematic review of 15 journal articles. The review was conducted using databases such as ScienceDirect, Springer, and ERIC, focusing on research published between 2019 and 2023. The findings reveal that teachers generally hold positive attitudes towards AI, recognizing its potential to support professional development, enhance teaching strategies, and provide adaptive learning experiences. However, challenges such as ethical concerns, data privacy issues, and inadequate teacher training were also highlighted.

To successfully integrate AI into education, strategic professional development programs are essential to address these challenges. Additionally, collaboration between educators, policymakers, and technology developers is recommended to create AI tools that are aligned with educational goals and ethical standards. Future research should explore the long-term impact of AI on educational outcomes and its role in fostering inclusive education. By addressing these areas, AI can be effectively leveraged to enhance teaching and learning while ensuring equitable access and ethical use.

Keywords


Teachers’ Perspective; Artificial Intelligence; Teaching-Learning Process

Full Text:

PDF

References


Al Darayseh, A. (2023). Acceptance of artificial intelligence in teaching science: Science teachers’ perspective. Computers and Education: Artificial Intelligence, 4(February), 100132. https://doi.org/10.1016/j.caeai.2023.100132

An, X., Chai, C. S., Li, Y., Zhou, Y., Shen, X., Zheng, C., & Chen, M. (2023). Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools. Education and Information Technologies, 28(5), 5187–5208. https://doi.org/10.1007/s10639-022-11286-z

Ayanwale, M. A., Sanusi, I. T., Adelana, O. P., Aruleba, K. D., & Oyelere, S. S. (2022). Teachers’ readiness and intention to teach artificial intelligence in schools. Computers and Education: Artificial Intelligence, 3(September), 100099. https://doi.org/10.1016/j.caeai.2022.100099

Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4(December 2022), 100118. https://doi.org/10.1016/j.caeai.2022.100118

Chounta, I. A., Bardone, E., Raudsep, A., & Pedaste, M. (2022). Exploring Teachers’ Perceptions of Artificial Intelligence as a Tool to Support their Practice in Estonian K-12 Education. In International Journal of Artificial Intelligence in Education (Vol. 32, Issue 3). https://doi.org/10.1007/s40593-021-00243-5

Chu, S. T., Hwang, G. J., & Tu, Y. F. (2022). Artificial intelligence-based robots in education: A systematic review of selected SSCI publications. Computers and Education: Artificial Intelligence, 3(May), 100091. https://doi.org/10.1016/j.caeai.2022.100091

Gocen, A., & Aydemir, F. (2020). Artificial Intelligence in Education and Schools. Research on Education and Media, 12(1), 13–21. https://doi.org/10.2478/rem-2020-0003

Kim, J., Lee, H., & Cho, Y. H. (2022). Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education. In Education and Information Technologies (Vol. 27, Issue 5). Springer US. https://doi.org/10.1007/s10639-021-10831-6

Kim, K., & Kwon, K. (2023). Exploring the AI competencies of elementary school teachers in South Korea. Computers and Education: Artificial Intelligence, 4, 100137. https://doi.org/10.1016/J.CAEAI.2023.100137

Lameras, P., & Arnab, S. (2022). Power to the Teachers: An Exploratory Review on Artificial Intelligence in Education. Information (Switzerland), 13(1). https://doi.org/10.3390/info13010014

Lin, X. F., Chen, L., Chan, K. K., Peng, S., Chen, X., Xie, S., Liu, J., & Hu, Q. (2022). Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective. Sustainability (Switzerland), 14(13). https://doi.org/10.3390/su14137811

McGrath, C., Cerratto Pargman, T., Juth, N., & Palmgren, P. J. (2023). University teachers’ perceptions of responsibility and artificial intelligence in higher education - An experimental philosophical study. Computers and Education: Artificial Intelligence, 4, 100139. https://doi.org/10.1016/J.CAEAI.2023.100139

Merelo, J. J., Castillo, P. A., Mora, A. M., Barranco, F., Abbas, N., Guillén, A., & Tsivitanidou, O. (2023). Chatbots and messaging platforms in the classroom: An analysis from the teacher’s perspective. In Education and Information Technologies. https://doi.org/10.1007/s10639-023-11703-x

Miao, F., & Holmes, W. (2021). International Forum on AI and the Futures of Education, developing competencies for the AI Era, 7-8 December 2020: synthesis report. December. https://discovery.ucl.ac.uk/id/eprint/10139699/1/Miao - 2021 - International Forum on AI and the Futures of Educa.pdf

Ottenbreit-Leftwich, A., Glazewski, K., Jeon, M., Jantaraweragul, K., Hmelo-Silver, C. E., Scribner, A., Lee, S., Mott, B., & Lester, J. (2022). Lessons Learned for AI Education with Elementary Students and Teachers. International Journal of Artificial Intelligence in Education, 267–289. https://doi.org/10.1007/s40593-022-00304-3

Sumakul, Y. G., Toar, D., Hamied, A., & Sukyadi, D. (2022). Language Education and Acquisition Research Network Artificial Intelligence in EFL Classrooms: Friend or Foe? LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232–256. https://so04.tci-thaijo.org/index.php/LEARN/index

Velander, J., Taiye, M. A., Otero, N., & Milrad, M. (2023). Artificial Intelligence in K-12 Education: eliciting and reflecting on Swedish teachers’ understanding of AI and its implications for teaching & learning. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-023-11990-4

Yau, K. W., Chai, C. S., Chiu, T. K. F., Meng, H., King, I., & Yam, Y. (2023). A phenomenographic approach on teacher conceptions of teaching Artificial Intelligence (AI) in K-12 schools. Education and Information Technologies, 28(1), 1041–1064. https://doi.org/10.1007/s10639-022-11161-x

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0171-0

Zhang, C., Schießl, J., Plößl, L., Hofmann, F., & Gläser-Zikuda, M. (2023). Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00420-7.




DOI: http://dx.doi.org/10.30998/scope.v9i1.21785

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 SCOPE : JOURNAL OF ENGLISH LANGUAGE TEACHING

scope isjd

Portal Garuda Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Web Analytics
View My Stats

Flag Counter