Dr. Charlene Atkins, Dr. Bryan McDonald
Abstract
This study investigated the current perceptions and instructional practices of K-12 educators, in one midwestern state, regarding the use of generative artificial intelligence (AI) in their classrooms. Data were collected using a survey instrument designed to gather information on educators’ experiences, practices, and concerns related to generative AI integration. By examining educators’ integration of AI technologies, their confidence in utilizing AI tools, and their apprehensions, this study aims to identify the professional development and training needs essential for effective AI adoption within the classroom. Findings indicate that although educators perceive generative AI as a promising tool for enhancing teaching and learning, limited training and concerns about ethics and student dependence prevent confident classroom integration. By identifying the professional development gap, the study informs school districts, teacher education programs, and policymakers about where to invest resources to support teachers.
Recommended Citation
Atkins, C., McDonald, B. (2026). An inquiry into the integration of generative artificial intelligence in k-12 education: Unveiling educators’ perceptions, practices, and professional development needs. Midwest Journal of Education, 3(2) 34-49. https://doi.org/10.69670/mje.3.2.3
DOI
Corresponding Author
Dr. Charlene Atkins, Professor, Elementary Math Specialist Program Coordinator
College of Education, Lovinger 2206
University of Central Missouri Warrensburg, MO 64093
Email: [email protected]