Perceptions and preparedness of K-12 educators in adopting generative AI

  • Juhee Kim Department of Leadership & Counseling, University of Idaho, Moscow, ID, USA
DOI: https://doi.org/10.25304/rlt.v33.3448
Keywords: generative artificial intelligence, K-12 education, educator preparedness, AI integration, professional development

Abstract

The integration of generative artificial intelligence (AI) tools, such as ChatGPT and DALL-E, presents transformative opportunities and challenges for K-12 education. This mixed-methods study investigates educators’ perceptions, familiarity, and preparedness for AI adoption, as well as institutional strategies and barriers. Quantitative findings indicate strong relationships between AI familiarity, perceived readiness, and institutional planning stages. Qualitative analysis highlights challenges such as insufficient professional development, ethical concerns, and infrastructural inequities, alongside opportunities for enhancing personalised learning and operational efficiency. The findings underscore the need for targeted training, equitable resource access, and clear institutional policies to ensure effective and ethical AI integration. This research offers actionable insights for educators, policymakers, and leaders seeking to navigate AI’s potential in K-12 education.

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Published
2025-06-24
How to Cite
Kim , J. (2025). Perceptions and preparedness of K-12 educators in adopting generative AI. Research in Learning Technology, 33. https://doi.org/10.25304/rlt.v33.3448
Issue
Vol. 33 (2025)
Section
Original Research Articles
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