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AI use for instructional material preparation and student assessments receives the lowest ratings, emphasizing the need for ethical governance, equitable access, and robust training.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Nuangchalerm1,* & Chanarak Vetsawat2  \n1Faculty of Education, Mahasarakham University, Thailand  \n2Faculty of Education, Ubonratchathani Rajabhat University, Thailand  \n*Correspondence: Faculty of Education, Mahasarakham University, [Thailand. E-mail: prasart.n@msu.ac.th](Thailand. E-mail: prasart.n@msu.ac.th)  \nReceived: September 14, 2025  \ndoi:10.5430/wje.v16n1p15  \nAccepted: October 11, 2025 Online Published: March 9, 2026 URL: [https://doi.org/10.5430/wje.v16n1p15](https://doi.org/10.5430/wje.v16n1p15)  \nAbstract  \nThe rapid integration of artificial intelligence in education has transformed teaching and learning. This study explores teachers’ attitudes towards the instructional role of AI technologies. Data were collected from 35 teachers across basic education through an online survey. Teachers have an understanding about AI concepts, tools, and its limitations and risks. The lowest-rated knowledge item concerns whether AI can reduce repetitive administrative work. They react to AI in a largely positive way. Behavioural intentions toward using AI are more cautious. They are only moderately willing to experiment with AI tools, join related training, or adjust teaching methods based on AI recommendations. The use of AI in the preparation of instructional materials and student assessments yields the lowest scores. The study concludes that teachers recognize the promise of AI technologies for education and organizational readiness is crucial for meaningful integration into instructional practice. However, the limitations and risks of AI technologies must be carefully managed. Ethical frameworks, equitable access policies, and robust teacher training are essential to mitigate the negative impacts.  \nKeywords: artificial intelligence, AI in education, behavioural intention, teachers’ attitudes  \n1. Introduction  \nArtificial intelligence has now revolutionized in all sectors including teaching and teacher education. Teachers must engage students with modern classrooms by integrating digital tools, adaptive learning platforms, intelligent tutoring systems, generative AI, and other AI-driven technologies. AI technologies can enhance and alter teaching and learning through understanding by design (Thararattanasuwan & Prachagool, 2024) . It can provide immediate feedback to students, encourage individualized learning, and support pedagogical techniques for modern teachers.  \nThe new world of education is introducing artificial intelligence to basic education. As AI technologies advance, they can revolutionize instruction and improve student learning. Also, it is dynamically adapting to educational content and instructional strategies to meet student needs (Xu, 2024) . AI-powered solutions can help teachers differentiate lessons. Policymakers, school administrators, and educational academics must collaborate to devise policies that combine infrastructure investment. Teacher capacity training and ethical governance should be used as part of creative, student-centered teaching to educate students (Nuangchalerm & Prachagool, 2023; Mnguni et al., 2024) .  \nTeacher opinions, expertise, and attitudes are significant mediators due to their major role in education. They are sceptical, inexperienced, afraid, or unprepared may misapply or discard even the most modern technology. However, positive attitudes, proper training, institutional support, and resources paired with educational concepts can help integrate AI. More research is being conducted on teachers' views regarding AI and AI-enabled tools in education (Kim et al., 2022; Alwaqdani, 2025; Gayed, 2025) . Several studies have examined both attitudes and their influencing factors. Perceived usefulness, convenience of use, technological readiness, and pedagogical views predict teachers' readiness to adopt AI in classroom assessment.  \nArtificial intelligence technology can help teachers succ","cbCaii1RZOKWA7Vn","https://ap.wps.com/l/cbCaii1RZOKWA7Vn","pdf",158450,"English","# Abstract\n# 1. Introduction\n# 2. Method\n## 2.1 Research Design\n## 2.2 Participants","[{\"question\":\"What was the purpose of the study on AI technologies in education?\",\"answer\":\"The study explored teachers’ attitudes toward the instructional role of AI technologies and how teachers understand AI’s concepts, tools, limitations, and risks.\"},{\"question\":\"How were teachers’ attitudes and intentions measured?\",\"answer\":\"Teachers’ attitudes were collected from 35 teachers through an online survey, including knowledge items and behavioural intention items related to adopting AI tools.\"},{\"question\":\"What factors make teachers more cautious about using AI?\",\"answer\":\"Teachers show largely positive reactions, but behavioural intentions toward using AI are more cautious, with only moderate willingness to experiment, join training, or adjust teaching based on AI recommendations.\"}]","Teachers’ Attitude Towards the Instructional Role of AI Technologies | PDF",1792043024,18]