Exploring K-12 teachers’ attitudes and perceptions towards the use of AI applications in the teaching process

Oct 15, 2026

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The study investigates how Greek K-12 educators’ attitudes and perceptions shape their views on integrating AI applications into teaching. Data were gathered from 494 educators using a technology acceptance model-based questionnaire, measuring attitudes, perceived usefulness, perceived ease of use, and behavioral intention. Findings indicate that attitudes are significantly affected by demographic and school-related variables, with generally positive views on AI, but neutrality regarding ease of use. Predictors include perceived usefulness, positive attitude, perceived ease of use, and ICT training.

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OPEN ACCESS Research Article Contemporary Educational Technology, 2026, 18(2), ep645 ISSN: 1309-517X (Online) Exploring K-12 teachers’ attitudes and perceptions towards the use of AI applications in the teaching process Christina-Evgenia Karagiorgou 1 0009-0002-5898-982X Nikolaos Koukis 1* 0000-0001-5421-3499 Christiana Koundourou 1 0009-0005-4050-0493 Eirini Tzovla 1 0000-0003-2611-2783 1 Department of Psychology, School of Social Sciences, Arts and Humanities, Neapolis University Pafos, Pafos, CYPRUS * Corresponding author: [n.koukis@nup.ac.cy](n.koukis@nup.ac.cy) Citation: Karagiorgou, C.-E., Koukis, N., Koundourou, C., & Tzovla, E. (2026) . Exploring K-12 teachers’ attitudes and perceptions towards the use of AI applications in the teaching process. Contemporary Educational Technology, 18(2), Article ep645. [https://doi.org/10.30935/cedtech/18149](https://doi.org/10.30935/cedtech/18149) ARTICLE INFO ABSTRACT | Received: 29 Aug 2025
Accepted: 10 Jan 2026
INTRODUCTION | Artificial intelligence (AI) is rapidly reshaping instructional processes by providing new opportunities for personalized learning and enhanced classroom support. Although its potential is widely acknowledged, further investigation is needed into K-12 teachers’ attitudes and perceptions towards integrating AI applications into educational practice, as well as the factors that shape these attitudes and influence their intention to adopt such tools. Addressing these issues, the present study explores the integration of AI in education by focusing on educators’perspectives. Data from 494 educators collected via a technology acceptance model-based questionnaire, assessed attitudes, perceived usefulness (PU), ease of use, and behavioral intention. Data analysis indicates that teachers’ attitudes and perceptions are significantly influenced by various demographic variables—including gender, academic qualifications, subject area, age, and teaching experience—as well as school-related factors such as institutional context and engagement with information and communication technologies (ICT) . The results show generally positive attitude towards AI, but a neutral stance in terms of its ease of use, suggesting a gap between general acceptance and practical readiness. Four key predictors of teachers’ intention to integrate AI into their educational practices were identified:(a) PU, (b) positive attitude, (c) perceived ease of use, and (d) ICT training. These findings underscore the importance of enhancing teachers’ digital competencies and providing targeted professional development opportunities to facilitate the effective adoption of AI within the K-12 educational context.
Keywords: artificial intelligence, K-12 teachers, teachers’ attitudes and perceptions, technology acceptance model | | --- | --- | Artificial intelligence (AI) has become an increasingly integral part of daily life, with its applications transforming various routines into ways once considered unimaginable. Technologies such as virtual assistants—e.g., Siri, Google Assistant, and Alexa—are among the most widely recognized AI tools, assisting users with tasks such as setting reminders, answering queries, and managing smart devices through voice commands. This widespread integration of AI highlights its growing influence and significance in contemporary society. Simultaneously, rapid advancements in AI have led to profound and far-reaching changes in the field of education. The COVID-19 pandemic, which emerged in December 2019, not only disrupted educational systems worldwide but also revealed longstanding limitations in traditional teaching methods and institutional structures (Jimoyiannis & Koukis, 2023) . This disruption underscored the essential role of digital technologies in sustaining learning, thereby intensifying the need for innovative and adaptable instructional approaches (Jimoyiannis & Koukis, 2023; Pokhrel & Chhetri, 2021) . Within this co

FAQs

What does the study examine regarding AI in K-12 education?

It explores K-12 teachers’ attitudes and perceptions toward using AI applications in the teaching process, including how those views relate to adoption intentions.

How was the study conducted and what data were collected?

The study collected data from 494 educators using a technology acceptance model-based questionnaire covering attitudes, perceived usefulness, ease of use, and behavioral intention.

Which factors were identified as key predictors of teachers’ intention to integrate AI?

The results identify perceived usefulness, positive attitude, perceived ease of use, and ICT training as four key predictors.

Oct 15, 2026

Uploaded by OmBimo