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<p>This study investigates Thai K-12 teachers' perceptions of integrating Generative AI (GAI) into educational practices, focusing on its benefits, challenges, and adoption factors. Employing a survey design with a mixed-methods approach, a sample of 416 teachers was surveyed, and thematic analysis of open-ended responses was conducted. Exploratory Factor Analysis (EFA) identified two key dimensions: Advantages, including enhancing teaching efficiency and supporting personalized learning, and Challenges, such as ethical concerns and the impact on critical thinking. Qualitative findings revealed that teachers view GAI as a valuable tool for improving teaching efficiency and engagement while easing workload, but they raised concerns about its potential to undermine critical thinking and highlighted challenges like inadequate infrastructure and the need for ethical guidelines. The EFA model demonstrated good fit indices with RMSEA = .089, SRMR = .023, TLI = .952, and CFI = .975. Quantitative analysis revealed a strong relationship with a large effect size between self-efficacy and GAI adoption (r = .68, <i>p</i> &lt; .001, z = .83). Disparities in access to technology further emphasize the need for equitable solutions to ensure all educators can effectively integrate GAI. These findings emphasize the importance of professional development, ethical guidelines, and resource equity to ensure effective and responsible GAI integration. The study provides actionable insights for advancing AI adoption in education.</p>

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Thai Teachers'Perceptions of Integrating Generative AI in K-12 Education: Opportunities and Challenges

  • 期刊论文

  • 发表日期：

    2025年9月1日

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  • Apisit Tongchai,
  • Sivakorn Malakul

摘要

This study investigates Thai K-12 teachers' perceptions of integrating Generative AI (GAI) into educational practices, focusing on its benefits, challenges, and adoption factors. Employing a survey design with a mixed-methods approach, a sample of 416 teachers was surveyed, and thematic analysis of open-ended responses was conducted. Exploratory Factor Analysis (EFA) identified two key dimensions: Advantages, including enhancing teaching efficiency and supporting personalized learning, and Challenges, such as ethical concerns and the impact on critical thinking. Qualitative findings revealed that teachers view GAI as a valuable tool for improving teaching efficiency and engagement while easing workload, but they raised concerns about its potential to undermine critical thinking and highlighted challenges like inadequate infrastructure and the need for ethical guidelines. The EFA model demonstrated good fit indices with RMSEA = .089, SRMR = .023, TLI = .952, and CFI = .975. Quantitative analysis revealed a strong relationship with a large effect size between self-efficacy and GAI adoption (r = .68, p < .001, z = .83). Disparities in access to technology further emphasize the need for equitable solutions to ensure all educators can effectively integrate GAI. These findings emphasize the importance of professional development, ethical guidelines, and resource equity to ensure effective and responsible GAI integration. The study provides actionable insights for advancing AI adoption in education.