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<p>Artificial intelligence (AI) has quickly become a transformative force in PK-12 and higher education, reshaping how educators teach and engage students. This study explored the perceived impact of AI on education, highlighting varying levels of AI adoption between PK-12 and higher education. The study examines responses from instructors from PK-12 and higher education to understand their experiences and preferences regarding AI tools and their instructional use. The study addresses key questions: Do educators find generative AI useful for supporting instruction? What recommendations do educators have for their peers regarding AI use? The study was conducted via an online survey among Minnesota PK-12 and higher education instructors. The findings reveal that AI supports instructional delivery and personalized learning in PK-12 settings, and it is widely used for content generation in higher education. Despite its growing presence, many educators remain unfamiliar with AI applications or express concerns about ethical implications, such as bias, data privacy, and academic integrity. Understanding educators’ perspectives on AI will help guide its future integration and address the challenges it presents.</p>

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Comparing educator experiences and perceptions of generative artificial intelligence in PK-12 and higher education instruction

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月19日

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  • Steven M. Baule,
  • Dillon Martinez,
  • Shauna Mayer,
  • Raymond Martinez

摘要

Artificial intelligence (AI) has quickly become a transformative force in PK-12 and higher education, reshaping how educators teach and engage students. This study explored the perceived impact of AI on education, highlighting varying levels of AI adoption between PK-12 and higher education. The study examines responses from instructors from PK-12 and higher education to understand their experiences and preferences regarding AI tools and their instructional use. The study addresses key questions: Do educators find generative AI useful for supporting instruction? What recommendations do educators have for their peers regarding AI use? The study was conducted via an online survey among Minnesota PK-12 and higher education instructors. The findings reveal that AI supports instructional delivery and personalized learning in PK-12 settings, and it is widely used for content generation in higher education. Despite its growing presence, many educators remain unfamiliar with AI applications or express concerns about ethical implications, such as bias, data privacy, and academic integrity. Understanding educators’ perspectives on AI will help guide its future integration and address the challenges it presents.