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The growing presence of artificial intelligence (AI) in educational contexts has raised important questions regarding teachers' readiness, perceptions, and concerns about its integration into curriculum and classroom practice. This qualitative study explores in-service teachers' perspectives on artificial intelligence in relation to instructional processes, cognitive development, psychosocial implications, and professional learning needs. The study was conducted with 30 teachers working in public schools in a metropolitan city in Türkiye. Data were collected through a semi-structured interview form consisting of eight open-ended questions and analyzed using qualitative content analysis. Coding was carried out in three stages (open, axial, and selective coding), and inter-coder reliability was calculated at 87%. The findings reveal a balanced yet cautious stance toward AI. Teachers perceived AI as a tool that can enhance instructional efficiency, support the explanation of complex content, facilitate assessment processes, and enrich students' cognitive development. At the same time, they expressed concerns about potential risks related to emotional development, reduced interpersonal interaction, and technological dependency. Across responses, participants emphasized the necessity of structured, practice-oriented professional development to support responsible and effective AI integration. Overall, the results suggest that teachers approach AI neither with uncritical enthusiasm nor outright resistance, but with cautious openness shaped by both pedagogical considerations and ethical concerns. These findings provide context-sensitive insights that may inform teacher education and curriculum planning efforts in emerging AI-integrated educational systems.
Kayıran et al. (Tue,) studied this question.