Teachers’ Perceptions of Artificial Intelligence in Curriculum Integration: Opportunities, Concerns, and Professional Development Needs
A qualitative study of teachers’ views on the educational benefits, risks, and professional development needs associated with artificial intelligence.
Research overview
This qualitative study explored how in-service teachers understand artificial intelligence and its role in curriculum, classroom practice, child development, and professional learning.
Thirty public-school teachers in Türkiye responded to a semi-structured interview form. Their responses showed cautious openness: teachers saw practical educational benefits while also identifying ethical, social, and developmental concerns.
The study highlights the importance of structured, practice-oriented professional development so teachers can integrate AI responsibly and effectively.
Key findings
- Teachers saw potential for AI to improve instructional efficiency, assessment, and access to knowledge.
- Participants raised concerns about emotional development, reduced interpersonal interaction, and technological dependency.
- Only a small proportion of participants had received AI training.
- All 30 participants reported a need for professional development related to AI.
Yardimeli staff contribution
Co-authored by Rahma Yusuf Haji Mohamud, Health Services Manager at Yardimeli Specialist Hospital. The publication lists Yardimeli Specialist Hospital, Mogadishu, Somalia, as her institutional affiliation.
Citation
Kayıran D, Sönmez M, Avcı A and Haji Mohamud RY (2026) Teachers’ perceptions of artificial intelligence in curriculum integration: opportunities, concerns, and professional development needs. Front. Artif. Intell. 9:1806165. doi: 10.3389/frai.2026.1806165
Open-access license
© 2026 the article authors. This publication is distributed under the Creative Commons Attribution License (CC BY 4.0). Reuse is permitted when the original authors, copyright owner, and journal publication are properly credited.