The use of artificial intelligence (AI) in the school environment: Implications for the teaching and learning process

Résumé fourni par la source

The objective of this study was to analyze teachers' perceptions about the use of artificial intelligence in the school environment, highlighting its implications for the teaching and learning process. The research adopted a qualitative exploratory approach, involving 13 teachers from a Brazilian public school selected by convenience. Semi-structured one-on-one interviews were used to collect data, allowing for a detailed exploration of teachers' perceptions of the integration of artificial intelligence in education. Discourse analysis was used to examine the transcripts of the interviews, identifying recurring patterns and themes that reflected the opinions and perspectives of the participants. The results of this research show that teachers recognize the transformative potential of artificial intelligence (AI) in education, especially highlighting its ability to personalize teaching and provide adaptive feedback to students, which promotes individualized academic progress and inclusion in the educational environment. However, these benefits are mitigated by significant challenges, such as a lack of technical capacity and resistance to change on the part of educators. The need for investment in continuing education is crucial to empower teachers to effectively integrate AI into their pedagogical practices, maximizing its positive impact on education. In addition, overcoming resistance to change requires collective efforts to foster a culture of innovation and support for the integration of emerging technologies into education. Thus, to fully harness the benefits of AI in education, it is critical to address these challenges through comprehensive capacity-building initiatives and effective strategies to promote the uptake and adoption of new technologies in the educational environment, aiming for a more adaptable, inclusive, and effective education for all learners.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.