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China is recognized as the second leading nation in the global advancement of artificial intelligence (AI), and integrating AI into educational practices has become a national priority. To develop an effective professional development program, it is essential to understand teachers’ perspectives, as this knowledge informs decision-making and promotes a balanced approach that maximizes AI’s benefits in education while upholding the principles of effective and inclusive learning. However, there is a notable gap in understanding the perceptions of teachers, particularly early adopters of Generative AI (GenAI) within the K-12 context in China. This qualitative study conducted in-depth interviews with eight subject teachers identified as “early adopters” of GenAI in K-12 classrooms. The research explored the roles, affordances, and challenges teachers face when leveraging AI to enhance student learning. The findings revealed a diverse range of experiences among teachers. Some regarded GenAI as a valuable supplemental tool, while others expressed concerns about its accuracy and associated risks. Notably, the study suggested that if GenAI is not implemented thoughtfully, it could hinder critical thinking skills. Additionally, the suitability and impact of AI varied across different subject areas. These insights are crucial for designing tailored professional development programs that effectively harness the potential of GenAI in K-12 education.

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Does the Early Bird Get the Worms? K-12 Teachers’ Perceptions on the Use of Generative Artificial Intelligence in Chinese Classrooms

  • 会议论文

  • 发表日期：

    2025年

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  • Dong Yang,
  • Yi Zhang,
  • Tore Hoel,
  • Li Yuan

摘要

China is recognized as the second leading nation in the global advancement of artificial intelligence (AI), and integrating AI into educational practices has become a national priority. To develop an effective professional development program, it is essential to understand teachers’ perspectives, as this knowledge informs decision-making and promotes a balanced approach that maximizes AI’s benefits in education while upholding the principles of effective and inclusive learning. However, there is a notable gap in understanding the perceptions of teachers, particularly early adopters of Generative AI (GenAI) within the K-12 context in China. This qualitative study conducted in-depth interviews with eight subject teachers identified as “early adopters” of GenAI in K-12 classrooms. The research explored the roles, affordances, and challenges teachers face when leveraging AI to enhance student learning. The findings revealed a diverse range of experiences among teachers. Some regarded GenAI as a valuable supplemental tool, while others expressed concerns about its accuracy and associated risks. Notably, the study suggested that if GenAI is not implemented thoughtfully, it could hinder critical thinking skills. Additionally, the suitability and impact of AI varied across different subject areas. These insights are crucial for designing tailored professional development programs that effectively harness the potential of GenAI in K-12 education.