TEACHERS’ READINESS FOR AI-INTEGRATED CLASSROOMS: EXPLORING KNOWLEDGE, ATTITUDES, SKILLS, AND INSTITUTIONAL SUPPORT IN INTERNATIONAL EDUCATIONAL CONTEXTS

Abstract

AI is revolutionizing education by enabling personalized learning, automated feedback, intelligent tutoring, adaptive assessment, content creation, and data-driven decision-making. While access to technology is a significant factor, success in introducing AI into the classroom will ultimately rely on teachers' understanding of how to effectively evaluate and utilize AI tools in their classrooms. Teachers will continue to play a pivotal role in education transformation, creating meaningful learning experiences, providing ethical guidance on the use of technology, making sense of AI output and maintaining the human touch in the learning process. Recent international frameworks also highlight the importance of teacher competencies in ethics, pedagogy, teacher learning, and human-centered decision making in relation to AI (UNESCO, 2024).

The paper examines teachers' preparedness to incorporate AI into their classrooms in international educational settings. It emphasizes teachers' awareness and attitudes towards AI, digital competence, AI self-efficacy, ethical awareness, PD, and institutional support. The research design is proposed to be a mixed methods research design, where a questionnaire for teachers and semi-structured interviews will be used to look at teacher readiness in statistical and experiential studies. The study should help uncover the most important individual and institutional barriers to teachers' responsible and effective use of AI. It also helps drive global conversations about the education of teachers and the responsible use of AI in the classroom and in the educational system.