Artificial Intelligence as a Teaching Assistant: Teachers’ Beliefs, Practices, and Ethical Concerns in Primary Schools
DOI:
https://doi.org/10.63011/gt25fn43Keywords:
Artificial Intelligence, ethical concerns, primary education, teacher beliefs, teaching practicesAbstract
Research on the integration of Artificial Intelligence (AI) as a teaching assistant in primary education remains limited, particularly regarding teachers’ beliefs, classroom practices, and ethical considerations, despite increasing interest in AI-enhanced learning environments. Existing studies often focus on technological capabilities or student outcomes, leaving gaps in understanding how teachers perceive, adopt, and navigate ethical challenges associated with AI tools. The present study aims to investigate primary school teachers’ beliefs about AI, their practical implementation of AI-assisted teaching, and the ethical considerations they encounter in classroom settings. Employing a mixed-methods sequential explanatory design, the study was conducted at four public primary schools in East Java, Indonesia, involving 78 teachers across various grade levels. Quantitative data were collected through a structured survey assessing AI usage frequency, perceived instructional effectiveness, and ethical awareness, while qualitative data were obtained via semi-structured interviews with 8 purposively selected teachers to provide contextualized insights into teaching practices and ethical decision-making. Findings indicate that AI is increasingly integrated into instructional routines, facilitating personalized learning, task automation, and classroom management efficiency, yet teachers expressed concerns regarding over-reliance, data privacy, and equitable access. While many participants reported confidence in AI-enhanced instruction, variations in technological proficiency and ethical sensitivity revealed challenges in consistent and responsible implementation. The study underscores the need for professional development, ethical guidelines, and policy support to optimize AI’s role as a teaching assistant in primary education.
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