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This study investigates the integration of Artificial Intelligence (AI) in differentiated instruction classrooms. The research aims to determine teachers' perceptions of AI integration in teaching and evaluate its use in differentiated instruction classrooms. A quantitative methodology was implemented, involving a survey of 30 primary school teachers in Kuala Lumpur. The results reveal that teachers are generally confident in using AI-based tools, but they express a need for further training to fully understand the range of AI tools available. Teachers acknowledge the benefits of AI in enhancing student engagement and personalizing learning. However, they exhibit a need for more support in implementing differentiated instruction strategies and leading their colleagues in the integration of AI tools. The study concludes that AI tools have potential to enhance teaching and learning outcomes, but there is a need for continuous support and training for teachers. These findings have significant implications for educational practice and policy. Future research is suggested to dig deeper into the factors influencing teachers' perceptions of AI in teaching, the impact of AI integration on student outcomes, and the role of school leadership in supporting AI integration. This study provides valuable understanding into the potential of AI in education and the need for ongoing teacher support and training.
Ruslim et al. (2024) studied this question.