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Find out moreHow teachers use AI tools
Anton Zagranichny, research fellow The HSE Institute of Education Innovation Lab presented the results of a study conducted in collaboration with SberObrazovanie. This study focused on the subjective factors influencing the implementation of artificial intelligence in teachers' work. The survey involved 758 school teachers and administrators from 45 regions of Russia. The specialized questionnaires UTAUT 2, TRI 2.0, AI Anxiety, and AI-TPACK, which have received widespread recognition in international practice, were used to collect data. All instruments were translated into Russian for the convenience of participants. The study results will help better understand the perception of AI in the educational environment and identify potential barriers to its implementation. According to the data obtained, 75.5% of teachers surveyed have experience using artificial intelligence to solve professional problems. However, 24.4% of them have used AI tools only a few times, which does not allow this practice to be considered sustainable. Currently, only 18% of teachers regularly and frequently use such tools in their work. It is important to note that the introduction of AI into the educational process opens up new opportunities for improving the effectiveness of teaching and optimizing the work of teachers.
Respondents could select multiple answers to the question "How did you decide to use artificial intelligence (AI) technology?" The majority of survey participants, namely 50.7%, indicated that they learned about the capabilities of AI through the media. 30.4% of respondents noted that they watched videos or listened to podcasts on this topic. About a third of respondents (29%) noticed a growing interest in AI in the professional community, while 29.4% mentioned well-known experts in the field of education. In addition, 28% of teachers began using neural networks on the recommendation of their colleagues. According to the responses of 11% of respondents, AI technologies are already being implemented at the organizational level in some schools. This indicates a growing interest and implementation of innovative technologies in the educational process.
Teachers were also surveyed about the reasons for using artificial intelligence in their practice. Participants were asked to choose several options, and here are the most popular answers among respondents:
- to generate ideas and topics for lessons (37.1%);
- to develop lesson plans (26.9%);
- to create individual assignments (26.7%);
- to create multimedia educational content (26.4%);
- to search for didactic and methodological solutions (26%);
- simply to broaden their horizons (25.27%).
About 23% of teachers use neural networks to increase student engagement in the educational process, and 20.8% use them to explain educational material more clearly. This demonstrates the growing interest of educators in technologies that can improve the quality of education and make it more accessible to students. Neural networks are becoming an important tool in modern education, helping teachers tailor information to the individual needs of each student.
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ChatGPT queries can significantly facilitate the process of preparing educational materials and interacting with students. Using this platform, teachers can get assistance in developing lessons, creating tests and assignments, and finding new lesson ideas. For example, they can request tips on implementing innovative teaching methods, receive guidance on working with difficult topics, or learn about new educational resources. ChatGPT can also help create distance learning materials, which is especially relevant in today's educational environment. Effective use of ChatGPT allows teachers not only to save time but also to improve the quality of the educational process, adapting it to the needs of each student.
Teachers most often use the most common types of artificial intelligence technologies, such as virtual assistants and generative artificial intelligence. The latter includes neural networks that can generate text or images based on a user's request. These tools are becoming an integral part of the educational process, facilitating the preparation of materials and improving interaction with students.
Why Some Teachers Use AI and Others Don't
The study found that teachers' beliefs and attitudes directly influence the frequency of using artificial intelligence in educational practice. All technology acceptance criteria assessed using the UTAUT 2 model are of significant importance. These include:
- behavioral intentions - does the user plan to use the technology to solve their problems;
- habit - is there a long-term experience using the technology;
- cost expectation - the higher the perceived value and the lower the cost of using a tool, the more willing a person is to use it;
- effort expectation - how easy or difficult, in the respondent's opinion, is to use the technology;
- performance expectation - how effective the technology will be in solving the user's problems;
- enabling conditions - are the necessary resources and support available to facilitate the use of the technology;
- hedonic motivation - does a person experience pleasure and other positive emotions when interacting with the tool;
- social influence - how the user's environment treats the technology, whether it is used.
Teachers who are confident in their technological and pedagogical competence are more active in using artificial intelligence tools compared to those who rate their skills lower. This suggests that confidence in one's own abilities contributes to a greater use of modern technologies in the educational process. Thus, improving teacher competence may facilitate the more effective implementation of AI in teaching.
A recent survey on anxiety about artificial intelligence revealed an interesting correlation. Respondents who express concerns about existential issues, such as the possibility of AI consciousness and the threat to human existence, are less likely to use AI technologies. At the same time, concerns about the ethics of artificial intelligence, data privacy, and the impact on professional prospects do not affect the frequency of AI use. This fact underscores the importance of understanding the various aspects of AI and their impact on public perception and acceptance of technology.
Anton Zagranichny noted that the number of educators using artificial intelligence to solve work problems is rapidly increasing. He cited data from previous studies as an example. According to a report by SberUniversity and GeekBrains, at the beginning of 2023, only 33% of teachers at all levels of education had used ChatGPT at least once, and only 13% had used generative AI in their professional work. However, according to the online platform UmSchool and the research center Pozitsia, by mid-2024, this figure had risen to 20%. A new study by Anton Zagranichny showed that half of school teachers and administrators are already actively using AI—at least occasionally. This indicates a growing interest and implementation of AI technologies in the educational process, which in turn can significantly change approaches to teaching and interaction with students.
Research shows that the digital transformation strategy for general and secondary vocational education, which includes the integration of artificial intelligence into teachers' work, is being implemented primarily through the initiatives of the teachers themselves. This is confirmed by respondents' responses to the question about where they get information about useful AI tools. Teachers often learn about innovations not from management, but by sharing experiences with each other and using various external sources. This approach demonstrates the need for a more systematic and centralized approach to integrating technology into the educational process to effectively harness the potential of artificial intelligence to improve the quality of education.
Anton Zagranichny notes that having teachers immersed in the local context is a positive aspect, allowing them to select appropriate tools and develop effective practices for applying artificial intelligence (AI) in the educational process. However, without systemic measures to integrate AI into education, there is a risk of widening the "digital divide" between schools. This will lead to a situation where some educational institutions are advanced in the use of AI, while others fall behind, negatively impacting the quality of education and the accessibility of modern technologies for all students. Comprehensive support and resources are needed to evenly implement AI in the education system to avoid creating inequalities in learning opportunities.
The author noted the limitations of his study, pointing to the insufficient representativeness of the sample to draw general conclusions. The sample included mainly respondents from urban schools, which may lead to distorted results, as the situation may be different among rural teachers. In addition, the study did not take into account factors such as teachers' digital competencies and the organizational context of their work, which can significantly influence the use of artificial intelligence technologies in the educational process.
What is known about the use of AI by university teachers
Artem Feshchenko, senior lecturer and head of the Center for Research and Technology at the Institute of Distance Learning at Tomsk State University, conducted a study among teachers at Russian universities. In this study, he analyzed the academic community's attitude toward generative artificial intelligence, studied the experience of using this technology, and identified the motivation and barriers affecting its use in the educational environment. The results of the study will help better understand how generative AI can be integrated into the educational process and what obstacles must be overcome for its effective use.
The researcher analyzed changes in the perception of artificial intelligence among teachers both before completing a special advanced training course and three months after its completion. Importantly, data on initial attitudes toward AI was collected retrospectively. Participants who had already completed the course were asked to rate their current attitudes toward the technology, as well as recall their perceptions prior to the course. This allows for a more in-depth understanding of the course's impact on changing educators' views on artificial intelligence.
The course aimed to introduce educators to the potential of generative intelligence technology (GIT). Participants learned methods for selecting and using appropriate tools for formulating educational outcomes, planning lessons and courses, developing assignments, and providing feedback on student writing. More than two thousand educators completed the course, and 464 participated in the study. This experience helps improve the quality of the educational process and enhance the effectiveness of interactions between educators and students.
The study results demonstrated a significant increase in support for the implementation of generative AI among educators. Before the course, only 21.5% of respondents fully approved of the use of AI technologies in their professional work. However, after completing the course, this figure more than doubled, reaching 48.7%. At the same time, the share of those expressing skepticism or completely rejecting the use of AI decreased significantly: the percentage of respondents who were somewhat opposed to the implementation of AI fell from 21.3% to 1.9%, while those who were categorically opposed fell to 0%. These data highlight the growing interest and positive perception of generative AI in the educational environment.
Faculty respondents discussed their motivation for using artificial intelligence tools. Before taking the course, their primary motivation was an interest in new technologies. However, after completing the course, their approach changed, shifting their focus to more practical reasons. Many teachers noted that using AI allows them to significantly save time and reduces the labor intensity of work tasks. This demonstrates that integrating artificial intelligence into the educational process significantly improves teacher effectiveness.
The main barriers hindering teachers from adopting new technologies include the following factors: lack of time for training, insufficient technical support, fear of change, and low levels of digital literacy. These aspects significantly complicate the process of integrating innovative solutions into the educational process. Teachers may also face limited resources and insufficient motivation to implement new teaching methods. To successfully adopt technology, it is important to overcome these barriers, which will ensure more effective learning and student development.
- lack of time (54.7%);
- risks and ethical issues associated with generative AI (46.6%);
- limited access to technical resources (43.8%).
Women and experienced teachers, regardless of gender, often indicate more barriers than men and young professionals. This suggests that they may have more bias towards new technologies.
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Emptiness and pleasure: factors influencing the perception of digital educational
Digital educational environments are becoming increasingly important in education. The emptiness users may experience and the level of enjoyment they experience with these platforms significantly influence their attitude toward this learning format. It is important to understand which aspects shape these feelings.
The first factor is the usability of the interface. If the platform is intuitive, users feel comfortable and are less prone to feelings of emptiness. The next aspect is the quality of the content. High-quality materials adapted to different levels of knowledge can generate interest and satisfaction. It is also worth noting the importance of interactive elements, which promote deeper engagement in the learning process.
Feedback and support from teachers or moderators also play a key role in shaping a positive perception of the digital educational environment. Users who feel supported are less prone to feelings of loneliness and emptiness. Finally, social interaction between course participants can significantly increase enjoyment and reduce feelings of isolation. Therefore, to create an effective digital learning environment, all these factors must be considered to minimize feelings of emptiness and enhance learning enjoyment. Respondents shared their emotions evoked by the use of generative artificial intelligence (GAI) in their professional work. The majority of survey participants (60%) reported positive emotions, such as excitement and inspiration from new possibilities, relief from effective problem-solving, and interest in modern tools. However, 12% of respondents experienced negative emotions, including anxiety due to a lack of control, especially in the context of student use of GAI, uncertainty due to a lack of skills, frustration due to neural network errors, and fear of AI replacing instructors. The remaining survey participants reported neutral or mixed feelings. These results highlight the importance of understanding the emotional perception of new technologies in the educational and professional spheres.
Teachers were also asked about the impact of the implementation of artificial intelligence on their professional activities. Artem Feshchenko highlighted several popular responses:
- decreased time spent on routine tasks;
- improved the quality of educational materials;
- began to use more interactive teaching methods and focus on developing critical thinking in students;
- added more individual work with students to the curriculum;
- began to view their role as a teacher as a mentor and facilitator in the learning process, rather than a source of knowledge.
According to the author, the results of the study are positive, since there is a favorable basis for the integration of artificial intelligence into the educational process. At this stage, university leaders need to develop an AI implementation strategy, provide faculty with access to tools and resources, organize training and support in the community of practitioners, and establish norms and guidelines for the ethical use of this new tool. It is important to consider that successful AI integration requires a comprehensive approach and the active participation of all stakeholders.
