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Cited by 134Artificial Intelligence in EducationEducation and Technology IntegrationArtificial Intelligence in Healthcare and Education

Integrating generative artificial intelligence in K–12 education: Examining teachers’ preparedness, practices, and barriers

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Cheah, Yin Hong, Lu, Jingru, Kim, Juhee·2025·Computers and Education: Artificial Intelligence
DOI 10.1016/j.caeai.2025.100363
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Abstract

Despite the growing body of research on developing K-12 teachers' generative AI (GenAI) knowledge and skills, its integration into daily teaching practices remains underexplored. Using a snowball sampling method, this study examined the preparedness, practices, and barriers encountered by 89 U.S. teachers in the state of Idaho. Participants were predominantly White, female teachers serving in rural schools. A mixed-methods analysis of survey responses revealed that teachers were generally underprepared for integrating GenAI, with fewer than half incorporating it into their educational practices. Unlike the widespread classroom integration patterns observed with general educational technologies, teachers in this study tended to use GenAI for out-of-classroom duties (i.e., lesson preparation, assessment, and administrative tasks) rather than for real-time teaching and learning. These preferences could be attributed to key barriers teachers faced, including doubts about GenAI's ability to manage risks (i.e., technology value beliefs), reduced human interaction in instruction (i.e., pedagogical beliefs), ethical considerations, and the absence of policies and guidance. This study highlights the need to develop support systems and targeted policies to facilitate teachers' GenAI integration, offering implications for Idaho's education system and the broader U.S. context.

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7 of the 87 references couldn’t be matched to a known paper.

Research works printed but not linked: 4

  1. 2019, Opportunities in rural and Underserved schools report and recommendations, Idaho State Board of Education
  2. Sebesta, 2023, Supporting instruction and learning through artificial intelligence: A survey of institutional practices & policies, WICHE Cooperative for Educational Technologies
  3. Watson, 2006, Technology professional development: Long-term effects on teacher self-efficacy, Journal of Technology and Teacher Education, 14, 151
  4. Wozney, 2006, Implementing computer technologies: Teachers' perceptions and practices, Journal of Technology and Teacher Education, 14, 173

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Authors
Cheah, Y. H., Lu, J., & Kim, J.
Affiliations
University of Idaho (US)
Corresponding author
Cheah, Yin Hong
ORCID
Venue
Computers and Education: Artificial Intelligence
Publisher
Elsevier BV
Published
2025-06
Volume
8
Pages
100363
ISSN
2666-920X (ISSN-L)
DOI
10.1016/j.caeai.2025.100363
OpenAlex
W4406107150
Semantic Scholar
d3763ddd57df3b216c4d2844777a1d04d62bb1c2
Cited by
134
References
87
Citations by year
2026: 87 · 2025: 47
FWCI
86.14
Type
journal article
Language
en
Open access
Licence
Locations
  • Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc-nd)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
University of Idaho
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Social Sciences › Education › Education and Technology Integration
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
Keywords
generative AI, K-12 education, teacher readiness, AI in teaching, teacher practices, AI adoption barriers, rural schools, pedagogical beliefs, AI ethics, AI policy, lesson planning, Idaho

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