ABSTRACT: This study aims to explore teachers’ metaphors regarding artificial intelligence. Today, artificial intelligence technologies are becoming increasingly prevalent in educational settings, significantly altering teaching practices, teachers’ roles and the structure of learning environments. In this process of change, how teachers position artificial intelligence directly influences how this technology is used in education. Therefore, it is important to investigate what teachers liken artificial intelligence to and the underlying thoughts behind these analogies. As metaphors reveal how individuals make sense of complex and abstract concepts, they have been used as the primary data source in this study. A review of the literature reveals that artificial intelligence makes significant contributions to education, such as personalising learning, reducing teachers’ workload, and supporting decision-making processes. Conversely, significant concerns such as ethical issues, the risk of dependency, the weakening of students’ thinking and creative skills, and inequality of opportunity also attract attention. The research was conducted using the phenomenology design, one of the qualitative research methods; data obtained from 12 teachers with different subject specialisms and levels of experience were analysed using content analysis. The findings reveal that teachers’ views revolve around the themes of “access to information”, “supporting learning”, “the limited nature of interaction”, “encouraging complacency” and “controlled use”. The research found that teachers view artificial intelligence as a tool that provides rapid access to information, facilitates learning and supports the teaching process. However, participants stated that artificial intelligence has limitations when it comes to conveying emotions, taking individual differences into account and establishing value-based communication. Furthermore, views emerged suggesting that artificial intelligence could steer students towards ready-made information and potentially weaken critical thinking and creative processes. Nevertheless, teachers emphasised that, when used consciously and for pedagogical purposes, artificial intelligence could make significant contributions to the educational process. In this context, the research revealed that teachers perceive artificial intelligence as a multi-dimensional structure that encompasses both opportunities and risks. Consequently, it was concluded that pedagogical guidance, ethical awareness and conscious usage processes are crucial for the effective use of artificial intelligence in education.
Erdem et al. (Wed,) studied this question.