Exploring teachers’ and students’ perceptions of generative AI in education

Project overview

The rapidly increasing interest in - and adoption of - Artificial Intelligence (AI) tools for educational purposes in recent years has resulted in a fast-growing body of research in this area. However, such has been the speed of development in the field that up-to-date research into teachers’ and students’ perspectives on AI is essential to better understand the opportunities and risks arising from AI use, and the barriers and facilitators to its implementation in schools.

This qualitative study - embedded within a broader project that sees the NIoT collaborate with the Department for Education, Faculty AI, and the AI in Schools Initiative – uses semi-structured interviews to explore teachers’ experiences of trialling a new demo AI tool for providing feedback on students’ work, as well as their views on how such tools may change their practice going forward. We will explore students’ views on these issues via focus group discussions.

Research aims

• Understand teachers’ perceptions of opportunities and risks associated with using AI tools that provide feedback on students’ work.
• Identify the perceived barriers and facilitators to AI use in schools.

Methodology

• Qualitative observational study, following a consultation of school staff and AI Hackathon
• Qualitative interviews with teachers and leaders with a range of experience with AI (N=12) across 9 schools, and focus group discussions with two groups of pupils aged 13-17 years

Summary of findings

Interviews with teachers and leaders pointed to a range of views on using AI in schools. Most participants were positive about some areas, but cautious about others. The Proof of Concept tool for AI for feedback generated high levels of interest for teachers and pupils, however concerns and risks were also discussed. Positive aspects included the potential time-saving and standardising benefits of using AI for feedback, however some teachers mentioned that they would not trust such a tool at all, and others discussed the risk that some teachers could become overly trusting and therefore it could be misused. Feedback was seen as a fundamental aspect of the learning process, and a key part of the role of a teacher, and teachers and pupils expressed concern about losing this important aspect of teacher-pupil relationships.

When discussing potential barriers and facilitators to AI use in schools, participants discussed the need for time, training, funding, expert support, and support and clear guidance as to acceptable and safe use.

Key takeaways

• Teachers and pupils held a range of views about AI in schools
• All agreed that feedback was a fundamental aspect of learning and teacher-pupil relationships, and any AI use in this area should be carefully planned and supported by training and guidance
• AI tools for use in education should be developed in close collaboration with school teachers and leaders, to ensure the most crucial aspects of teaching and learning are prioritised and ensure they are fit for purpose

Project team

• Dr Ellen Turner, Head of Evaluation and Observational Research, NIoT
• Dr Lewis Doyle, Research Fellow, NIoT

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