AI in STEM education: The relationship between teacher perceptions and ChatGPT use
Open accessAbstract
The rapid development of AI in the recent years has triggered numerous discussions in the education sector since it offers numerous opportunities, but also challenges. This study addresses one context in which AI might become a relevant tool for different purposes: German secondary education. This study therefore examines the extent to which STEM teachers in German secondary education assess the benefits but also the risks of ChatGPT and how this influences the future use of AI in an educational context. As part of a questionnaire study, 102 STEM teachers were investigated. The current and future use of ChatGPT and various teacher variables were recorded with questionnaires based on classifications of researchers as well as political institutions. Relationships between the variables were explored using a path model investigating hypotheses regarding the affect heuristic, perceived risks and benefits as well as effects on teaching quality. In general, AI is still used relatively rarely, but future usage expectations are high compared to current usage. Results further revealed that perceived competence and benefits of ChatGPT have a positive influence on the use and intention to use it. Perceived risks and concerns have no significant influence on the usefulness of ChatGPT in the classroom, indicating that STEM teachers use AI in the classroom despite potential concerns and perceived risks. Additionally, perceived benefits and risks are negatively associated with each other, in…
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Existing research on teachers' trust in GenAI-based educational tools largely centers on K-12 education.
“Existing research on teachers' trust in GenAI-based educational tools largely centers on K-12 education [13, 82, 83, 94, 114].”
From Understanding the Practices, Perceptions, and (Dis)Trust of Generative AI among Instructors: A Mixed-methods Study in the U.S. Higher Education (2025) · cites this paper as [13]
Cites
ChatGPT for good? On opportunities and challenges of large language models for education
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., et al. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102274 · Cited by 7,326 · see citing works
Students' voices on generative ai: perceptions, benefits, and challenges in higher education
Chan, C. K. Y., & Hu, W. (2023) · arXiv · doi:10.48550/arxiv.2305.00290 · Cited by 2,504 · see citing works
Students’ voices on generative AI: perceptions, benefits, and challenges in higher education
Chan, C. K. Y., & Hu, W. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00411-8 · Cited by 2,301 · see citing works
What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature
Lo, C. K. (2023) · Education Sciences · doi:10.3390/educsci13040410 · Cited by 2,024 · see citing works
The promises and challenges of artificial intelligence for teachers: A systematic review of research
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022) · TechTrends · doi:10.1007/s11528-022-00715-y · Cited by 984 · see citing works
Revolutionizing education with AI: Exploring the transformative potential of ChatGPT
Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023) · Contemporary Educational Technology · doi:10.30935/cedtech/13152 · Cited by 975 · see citing works
Chan, C. K. Y., & Lee, K. K. W. (2023) · Smart Learning Environments · doi:10.1186/s40561-023-00269-3 · Cited by 634 · see citing works
Ethical Considerations of Using ChatGPT in Health Care
Wang, C., Liu, S., Yang, H., Guo, J., Wu, Y., & Liu, J. (2023) · Journal of Medical Internet Research · doi:10.2196/48009 · Cited by 541 · see citing works
The opportunities and challenges of ChatGPT in education
Adeshola, I., & Adepoju, A. P. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2023.2253858 · Cited by 517 · see citing works
In search of artificial intelligence (AI) literacy in teacher education: A scoping review
Sperling, K., Stenberg, C.-J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024) · Computers and Education Open · doi:10.1016/j.caeo.2024.100169 · Cited by 498 · see citing works
The Influence of ChatGPT on Student Engagement: A Systematic Review and Future Research Agenda
Lo, C. K., Hew, K. F., & Jong, M. S.-Y. (2024) · Computers & Education · doi:10.1016/j.compedu.2024.105100 · Cited by 392 · see citing works
ChatGPT: The End of Online Exam Integrity?
Susnjak, T. (2022) · arXiv · doi:10.48550/arxiv.2212.09292 · Cited by 370 · see citing works
Deng, X., & Yu, Z. (2023) · Sustainability · doi:10.3390/su15042940 · Cited by 298 · see citing works
Choi, S., Jang, Y., & Kim, H. (2023) · International Journal of Human–Computer Interaction · doi:10.1080/10447318.2022.2049145 · Cited by 294 · see citing works
A systematic review of <scp>ChatGPT</scp> use in K‐12 education
Zhang, P., & Tur, G. (2024) · European Journal of Education · doi:10.1111/ejed.12599 · Cited by 280 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Lyu, W., Zhang, S., Chung, T., Sun, Y., & Zhang, Y. (2025) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2025.100383 · Cited by 68 · see citing works
“For example, a survey of German STEM teachers by Beege et al. [13] revealed that while perceived competence in ChatGPT supported usage intentions, perceived risks and concerns negatively impacted adoption, suggesting the nuanced interplay between confidence and hesitation.”
- Authors
- Beege, M., Hug, C., & Nerb, J.
- Affiliations
- University of Education Freiburg (DE)
- Corresponding author
- Beege, Maik
- ORCID
- Beege, Maik
- Venue
- Computers in Human Behavior Reports
- Publisher
- Elsevier BV
- Published
- 2024-12
- Volume
- 16
- Pages
- 100494
- ISSN
- 2451-9588 (ISSN-L)
- OpenAlex
- W4402909821
- Cited by
- 50
- References
- 15
- Citations by year
- 2026: 21 · 2025: 26 · 2024: 3
- FWCI
- 18.86
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers in Human Behavior Reports (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- FreiDok plus (Universitätsbibliothek Freiburg) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Education › Education and Technology Integration
- Keywords
- ChatGPT, generative AI in education, STEM teachers, teacher perceptions, secondary education, affect heuristic, perceived benefits and risks, perceived competence, intention to use AI, teaching quality, German secondary schools
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
