Teachers' Perceptions About Artificial Intelligence Tools and Their Perceived Impact on Student Learning at Secondary School Level

The present study aimed to examine secondary school teachers’ perceptions of the use of Artificial Intelligence (AI) tools in teaching and learning, focusing on their use, usefulness, perceived impact, benefits, and associated challenges. It also investigated differences in teachers’ perceptions according to gender, age, teaching experience, and school location. A quantitative research approach was adopted, and data were collected from secondary school teachers using a structured questionnaire based on a five-point Likert scale. Descriptive statistics were used to analyze teachers’ perceptions, while an independent-samples t-test and one-way analysis of variance (ANOVA) were employed to examine differences across demographic groups. The findings revealed that secondary school teachers generally held positive perceptions of AI tools and recognized their potential to support instructional preparation and student learning. Teachers reported using AI applications for preparing instructional materials and providing additional learning resources. They also considered AI tools useful for improving teaching and learning, reducing lesson preparation time, clarifying complex concepts, and supporting students’ academic learning. The perceived benefits included facilitating access to educational information, providing diverse learning resources, and offering timely feedback. However, teachers identified several challenges, particularly students’ excessive dependence on AI tools, the possibility of inaccurate information, limited internet connectivity, restricted access to digital devices, and concerns regarding privacy and data security. The analysis further indicated that teachers’ perceptions did not differ significantly according to gender, t (298) = 0.842, p = .401; age, F (2, 297) = 1.126, p = .325; teaching experience, F (2, 297) = 1.347, p = .262; or school location, t(298) = 1.731, p = .085. The study concludes that secondary school teachers generally perceive AI tools as useful resources for enhancing teaching practices and supporting student learning. Nevertheless, their effective integration requires responsible use, appropriate teacher guidance, verification of AI-generated information, improved digital infrastructure, and adequate attention to privacy and data security.