Dr. Lauren Hays, Dr. Latasha Holt
Abstract
This exploratory study examines the current use and perceptions of Artificial Intelligence (AI) among K-12 educators. The research aimed to answer three key questions: 1) How is artificial intelligence being used by K-12 educators? 2) How do K-12 educators see artificial intelligence impacting their students? 3) What knowledge do K-12 teachers believe their students need to know about artificial intelligence?
A mixed-methods approach was employed. A survey with closed and open-ended questions was distributed to K-12 educators in Missouri. Results from this exploratory study indicate that while 46.7% of respondents use AI in their work, only 15.2% have their students use AI in class. Educators reported using AI primarily for instructional planning, administrative tasks, and assessment and feedback.
The exploratory study revealed mixed perceptions about AI’s impact. Many teachers emphasized the need for students to learn about responsible AI use and to develop skills that complement AI capabilities. As a small-scale exploratory study, these findings are not broadly generalizable and should be interpreted with caution. However, the results do highlight the need for targeted professional development and suggest important areas for future research. While limited in scope, the study points to the value of proactive engagement with AI in education, both to help students develop responsible and informed uses of AI and to ensure teachers are equipped to address the emerging challenges AI brings to the classroom.
Recommended Citation
Hays, L. & Holt, L. (2025). Insights into teachers’ perspectives on artificial intelligence: An exploratory study. Midwest Journal of Education, 2(2). https://doi.org/10.69670/mje.2.2.4
DOI
Corresponding Author
Dr. Lauren Hays, Associate Professor of Educational Technology, Department of Educational Technology and Library Science, University of Central Missouri, Lovinger 4114, P.O. Box 800, Warrensburg, MO 64093, USA
Email: [email protected]