بررسی آمادگی و تمایل معلمان در مقاطع مختلف تحصیلی نسبت به استفاده از هوش مصنوعی در آموزش

Abstract

The purpose of this study was to examine the readiness and willingness of teachers at different educational levels in Lamerd County to use artificial intelligence in education and to analyze differences based on demographic variables including gender, age, educational level, and teaching level. This applied descriptive-analytical study was conducted among 270 teachers from primary, lower secondary, and upper secondary schools in Lamerd County. Participants were selected using proportional stratified sampling. Data were collected using the standardized Artificial Intelligence Readiness and Willingness Questionnaire developed by Ayanwale et al. (2022), which consisted of 30 items across eight constructs, including AI anxiety, perceived usefulness, attitude toward AI, self-confidence, behavioral intention, AI relevance, AI readiness, and AI for social good. Data were analyzed using SPSS-27 through independent t-tests and one-way ANOVA. Reliability analysis demonstrated satisfactory internal consistency, with a total Cronbach’s alpha of 0.848 and acceptable reliability coefficients for all constructs. The findings revealed that the mean scores of all constructs were above the theoretical average, indicating an overall positive orientation toward AI among teachers. The highest mean scores were related to perceived usefulness (3.78) and behavioral intention (3.75), whereas AI readiness (3.55) and self-confidence in teaching AI (3.59) showed comparatively moderate levels. Independent t-test results demonstrated that gender differences were mostly non-significant, except for attitude toward AI use (p=0.012). One-way ANOVA indicated significant differences across educational levels in all constructs, with upper secondary teachers reporting higher readiness, confidence, and behavioral intention compared to primary and lower secondary teachers. Educational attainment also significantly affected several constructs, particularly anxiety, attitude, and confidence, with diploma holders reporting the lowest readiness levels. Age differences were generally non-significant, although younger teachers experienced higher levels of AI anxiety. The study concluded that although teachers possess positive attitudes and strong intentions toward integrating artificial intelligence into education, their practical readiness and instructional confidence remain only moderate. The findings highlight a substantial gap between positive perception and actual preparedness, suggesting that successful AI integration in education depends not only on technological provision but also on targeted teacher empowerment, professional development, reduction of technological anxiety, and enhancement of educational infrastructure. Greater attention should particularly be directed toward primary school teachers and educators with lower educational qualifications to ensure equitable and effective AI-based educational transformation.