Artificial Intelligence in the Classroom: Teachers’ Lived Experiences and Ethical Concerns in Educational Integration

Abstract

This study focused on identifying the opportunities and challenges posed by emerging technologies within education, based on a qualitative examination of teachers' experiences with AI integration in classrooms. The authors observed teachers appreciating the advantages AI offered in terms of custom and individualised learning, lessening the burden of administrative work, and obtaining real-time learning analytics. Such features were perceived as contributing to enhanced efficiency and a more adaptive responsive instruction. Nonetheless, teachers also highlighted the ethical issues, data safety, and the risks associated with the educational process becoming overly mechanised as problematic. Thematic analysis pointed to digital literacy, professional development, and organisational policy as aspects that shaped teachers’ experiences. The provision of training and materials was linked to higher confidence in AI use, while a lack of instruction and materials was associated with skepticism and apprehension. In themes, the results revealed the critical role of making teacher perspectives central to policy and practice to make AI integration relevant to education and its influence on student well-being. The integration of AI cannot be viewed as a replacement for human teaching, and it should be considered as a complement to it. To adopt it in a meaningful way, there must be a balance between technological innovation and the ethical responsibility and empowerment of teachers.

Keywords: Artificial Intelligence, Teachers' experience, Education, Classroom Integration