A Qualitative Study on the Integration of AI in Education: Perceptions, Challenges, and Opportunities Among Selective In-Service and Pre-service Teachers in the UAE

Laila Mohebi, Zayed University

Document Type

Article

Source of Publication

Lecture Notes in Educational Technology

Publication Date

1-1-2025

Abstract

The integration of Artificial Intelligence (AI) in education promises to revolutionize learning by offering personalized learning environments, alleviating teachers’ administrative burdens, and providing advanced pedagogical insights through student performance analysis. This qualitative study explores the perceptions, challenges, and opportunities related to AI integration among in-service and pre-service teachers in the UAE. Utilizing a phenomenological research design, the study gathers insights from a diverse group of educators through open-ended questions in a survey. The findings indicate that while teachers recognize the potential benefits of AI, such as enhanced student engagement and administrative efficiency, they also express significant concerns regarding ethical issues, data privacy, and the potential for AI to reinforce existing educational inequalities. Additionally, the study highlights the necessity for comprehensive support systems, including professional development, access to AI tools, and robust ethical guidelines, to facilitate effective AI integration in educational practices. These insights contribute to the growing body of literature on AI in education and provide practical recommendations for policymakers, educators, and institutions aiming to harness AI’s transformative potential while addressing its challenges.

ISSN

2196-4963

Publisher

Springer Nature Singapore

Volume

Part F312

First Page

113

Last Page

126

Disciplines

Education

Keywords

Artificial Intelligence, Education, In-Service Teachers, Pre-Service Teachers, Qualitative Research, Teacher Attitudes And Technology Adoption, Teaching Practices, UAE

Scopus ID

05003061065

Indexed in Scopus

yes

Open Access

no

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