Akademik Veri Yönetim Sistemi
13th International New York Academic Research Congresses on Social, Humanities, Administrative, and Educational Sciences, New York, Amerika Birleşik Devletleri, 10 Temmuz 2025, cilt.1, ss.691-709, (Tam Metin Bildiri)
The aim of this study is to explore teachers’ levels of awareness, usage experiences, and attitudes toward artificial intelligence (AI) technologies. The research was conducted using a qualitative research design, specifically within the framework of phenomenology. The participants of the study consisted of 47 teachers from various disciplines working in the province of Samsun, Türkiye. Data were collected through semi-structured interviews, and analyzed using content analysis. Findings of the study revealed that the majority of teachers actively use AI technologies both in their daily lives and professional practices. Participants emphasized that AI contributes significantly to quick access to information, saving time, developing instructional materials, and supporting personalized learning processes. However, alongside these benefits, teachers also expressed a number of critical concerns. These included the potential of AI to weaken students' thinking skills, limit creativity, and reduce emotional interaction in the learning environment. Teachers stressed that AI should be viewed not as a replacement for the teacher, but as a complementary tool to enhance teaching and learning processes. In this regard, participants highlighted the importance of addressing the ethical, pedagogical, and social dimensions of AI integration in educational settings. Key concerns raised included data privacy, personal confidentiality, and equity of opportunity in education. The results indicate that teachers generally hold a stance of cautious optimism toward AI technologies. While they recognize the advantages offered by AI, they also emphasize the need for conscious, responsible, and well-informed use. This underscores the necessity of adopting a deliberate, gradual, and ethically grounded approach to the integration of AI into educational contexts. This study provides valuable insights into teachers’ perceptions, attitudes, and experiences related to AI, offering important implications for the development of education policies, teacher training programs, and practical applications aimed at the effective and ethical use of AI in education.