USES AND APPLICATIONS OF ARTIFICIAL
INTELLIGENCE IN TEACHING PRACTICE:
BENEFITS, CHALLENGES, AND FUTURE
EXPECTATIONS AMONG TEACHERS
USES AND APPLICATIONS OF ARTIFICIAL INTELLIGENCE
IN TEACHING PRACTICE: BENEFITS, CHALLENGES, AND
FUTURE EXPECTATIONS AMONG TEACHERS
Laura Herrera Corona
Universidad Cristóbal Colón, México
Norma Elena Mendoza Zaragoza
Universidad de Colima, México
Ángel Téllez Tula
Universidad Autónoma de Puebla, México
pág. 6868
DOI: https://doi.org/10.37811/cl_rcm.v10i3.24754
Uses and Applications of Artificial Intelligence in Teaching Practice:
Benefits, Challenges, and Future Expectations among Teachers
Laura Herrera Corona1
laurahc32@gmail.com
https://orcid.org/0009-0002-8572-0383
Universidad Anáhuac, Campus Querétaro
Universidad Cristóbal Colón
México
Norma Elena Mendoza Zaragoza
https://orcid.org/0009-0009-9214-5082
Universidad de Colima
México
Ángel Téllez Tula
https://orcid.org/0000-0002-7925-9271
Benemérita Universidad Autónoma de Puebla
Universidad Anáhuac
Universidad de Colima, & Benemérita
Universidad Autónoma de Puebla
México
ABSTRACT
Artificial Intelligence (AI) has rapidly expanded within educational environments, creating new
opportunities for teaching while simultaneously raising pedagogical, ethical, and institutional
challenges. Understanding how teachers are incorporating these technologies into their professional
practice is essential for promoting their effective and responsible use. The objective of this study was
to analyze the use of Artificial Intelligence tools in teaching practice, as well as the benefits, challenges,
and perceptions associated with their implementation in educational contexts. A quantitative,
descriptive, and cross-sectional design was employed. Data were collected through an online
questionnaire administered to 31 Mexican teachers from different educational levels, disciplinary areas,
institutional contexts, and teaching modalities. Descriptive statistics were used to analyze frequencies
and percentages related to AI use, applications, training experiences, perceived benefits, challenges,
and future expectations. The results indicate that Artificial Intelligence is increasingly integrated into
teaching practice, particularly for lesson planning, instructional material development, academic
research, and organizational tasks. ChatGPT emerged as the most frequently used tool, while the most
commonly perceived benefits included time savings, improved instructional materials, and greater
efficiency in professional activities. Ethical concerns, academic integrity, reliability of AI-generated
information, and insufficient training were identified as the principal challenges. Despite these
concerns, participants recognized the importance of Artificial Intelligence for the future of education
and expressed intentions to increase its use in their professional practice. The findings suggest that AI
is increasingly perceived as a valuable support resource for teaching; however, its successful integration
requires teacher training, ethical guidance, institutional support, and pedagogical strategies that promote
critical and responsible use.
Keywords: generative artificial intelligence; educational technology; teacher training; digital education;
educational innovation; higher education.
1 Autor principal
Correspondencia: laurahc32@gmail.com
DOI: https://doi.org/10.37811/cl_rcm.v10i3.24754
Uses and Applications of Artificial Intelligence in Teaching Practice:
Benefits, Challenges, and Future Expectations among Teachers
Laura Herrera Corona1
laurahc32@gmail.com
https://orcid.org/0009-0002-8572-0383
Universidad Anáhuac, Campus Querétaro
Universidad Cristóbal Colón
México
Norma Elena Mendoza Zaragoza
https://orcid.org/0009-0009-9214-5082
Universidad de Colima
México
Ángel Téllez Tula
https://orcid.org/0000-0002-7925-9271
Benemérita Universidad Autónoma de Puebla
Universidad Anáhuac
Universidad de Colima, & Benemérita
Universidad Autónoma de Puebla
México
ABSTRACT
Artificial Intelligence (AI) has rapidly expanded within educational environments, creating new
opportunities for teaching while simultaneously raising pedagogical, ethical, and institutional
challenges. Understanding how teachers are incorporating these technologies into their professional
practice is essential for promoting their effective and responsible use. The objective of this study was
to analyze the use of Artificial Intelligence tools in teaching practice, as well as the benefits, challenges,
and perceptions associated with their implementation in educational contexts. A quantitative,
descriptive, and cross-sectional design was employed. Data were collected through an online
questionnaire administered to 31 Mexican teachers from different educational levels, disciplinary areas,
institutional contexts, and teaching modalities. Descriptive statistics were used to analyze frequencies
and percentages related to AI use, applications, training experiences, perceived benefits, challenges,
and future expectations. The results indicate that Artificial Intelligence is increasingly integrated into
teaching practice, particularly for lesson planning, instructional material development, academic
research, and organizational tasks. ChatGPT emerged as the most frequently used tool, while the most
commonly perceived benefits included time savings, improved instructional materials, and greater
efficiency in professional activities. Ethical concerns, academic integrity, reliability of AI-generated
information, and insufficient training were identified as the principal challenges. Despite these
concerns, participants recognized the importance of Artificial Intelligence for the future of education
and expressed intentions to increase its use in their professional practice. The findings suggest that AI
is increasingly perceived as a valuable support resource for teaching; however, its successful integration
requires teacher training, ethical guidance, institutional support, and pedagogical strategies that promote
critical and responsible use.
Keywords: generative artificial intelligence; educational technology; teacher training; digital education;
educational innovation; higher education.
1 Autor principal
Correspondencia: laurahc32@gmail.com
pág. 6869
Uses and Applications of Artificial Intelligence in Teaching Practice:
Benefits, Challenges, and Future Expectations among Teachers
RESUMEN
La Inteligencia Artificial (IA) se ha expandido rápidamente en los entornos educativos, creando nuevas
oportunidades para la enseñanza y, al mismo tiempo, planteando desafíos pedagógicos, éticos e
institucionales. Comprender cómo los docentes incorporan estas tecnologías en su práctica profesional
es fundamental para promover su uso eficaz y responsable. El objetivo de este estudio fue analizar el
uso de herramientas de Inteligencia Artificial en la práctica docente, así como los beneficios, desafíos
y percepciones asociados a su implementación en contextos educativos. Se empleó un diseño
cuantitativo, descriptivo y transversal. Los datos se recopilaron mediante un cuestionario en línea
aplicado a 31 docentes mexicanos de diferentes niveles educativos, áreas disciplinares, contextos
institucionales y modalidades de enseñanza. Se utilizaron estadísticas descriptivas para analizar
frecuencias y porcentajes relacionados con el uso de la IA, aplicaciones, experiencias de capacitación,
beneficios percibidos, desafíos y expectativas futuras. Los resultados indican que la Inteligencia
Artificial se integra cada vez más en la práctica docente, particularmente en la planificación de
lecciones, el desarrollo de materiales didácticos, la investigación académica y las tareas organizativas.
ChatGPT surgió como la herramienta más utilizada, mientras que los beneficios percibidos con mayor
frecuencia incluyeron ahorro de tiempo, mejora de los materiales didácticos y mayor eficiencia en las
actividades profesionales. Las preocupaciones éticas, la integridad académica, la fiabilidad de la
información generada por IA y la formación insuficiente se identificaron como los principales desafíos.
A pesar de estas preocupaciones, los participantes reconocieron la importancia de la Inteligencia
Artificial para el futuro de la educación y expresaron su intención de aumentar su uso en su práctica
profesional. Los resultados sugieren que la IA se percibe cada vez más como un valioso recurso de
apoyo para la enseñanza; sin embargo, su integración exitosa requiere formación docente, orientación
ética, apoyo institucional y estrategias pedagógicas que promuevan un uso crítico y responsable.
Palabras clave: inteligencia artificial generativa; tecnología educativa; formación del profesorado;
educación digital; innovación educativa; educación superior
Artículo recibido 20 mayo 2026
Aceptado para publicación: 20 junio 2026
Uses and Applications of Artificial Intelligence in Teaching Practice:
Benefits, Challenges, and Future Expectations among Teachers
RESUMEN
La Inteligencia Artificial (IA) se ha expandido rápidamente en los entornos educativos, creando nuevas
oportunidades para la enseñanza y, al mismo tiempo, planteando desafíos pedagógicos, éticos e
institucionales. Comprender cómo los docentes incorporan estas tecnologías en su práctica profesional
es fundamental para promover su uso eficaz y responsable. El objetivo de este estudio fue analizar el
uso de herramientas de Inteligencia Artificial en la práctica docente, así como los beneficios, desafíos
y percepciones asociados a su implementación en contextos educativos. Se empleó un diseño
cuantitativo, descriptivo y transversal. Los datos se recopilaron mediante un cuestionario en línea
aplicado a 31 docentes mexicanos de diferentes niveles educativos, áreas disciplinares, contextos
institucionales y modalidades de enseñanza. Se utilizaron estadísticas descriptivas para analizar
frecuencias y porcentajes relacionados con el uso de la IA, aplicaciones, experiencias de capacitación,
beneficios percibidos, desafíos y expectativas futuras. Los resultados indican que la Inteligencia
Artificial se integra cada vez más en la práctica docente, particularmente en la planificación de
lecciones, el desarrollo de materiales didácticos, la investigación académica y las tareas organizativas.
ChatGPT surgió como la herramienta más utilizada, mientras que los beneficios percibidos con mayor
frecuencia incluyeron ahorro de tiempo, mejora de los materiales didácticos y mayor eficiencia en las
actividades profesionales. Las preocupaciones éticas, la integridad académica, la fiabilidad de la
información generada por IA y la formación insuficiente se identificaron como los principales desafíos.
A pesar de estas preocupaciones, los participantes reconocieron la importancia de la Inteligencia
Artificial para el futuro de la educación y expresaron su intención de aumentar su uso en su práctica
profesional. Los resultados sugieren que la IA se percibe cada vez más como un valioso recurso de
apoyo para la enseñanza; sin embargo, su integración exitosa requiere formación docente, orientación
ética, apoyo institucional y estrategias pedagógicas que promuevan un uso crítico y responsable.
Palabras clave: inteligencia artificial generativa; tecnología educativa; formación del profesorado;
educación digital; innovación educativa; educación superior
Artículo recibido 20 mayo 2026
Aceptado para publicación: 20 junio 2026
pág. 6870
INTRODUCTION
The rapid expansion of Artificial Intelligence (AI) has transformed the way information is accessed,
produced, and communicated across multiple sectors, including education. In recent years, generative
AI tools such as ChatGPT, Gemini, Copilot, DALL-E, DeepL, and Grammarly have become
increasingly available to teachers and students, allowing the creation of texts, images, presentations,
translations, and other educational resources in a matter of seconds (May, 2024; Çayak, 2024).
Their incorporation into educational environments has generated both enthusiasm and concern. On one
hand, these tools offer opportunities to improve lesson planning, instructional material design,
information retrieval, administrative efficiency, and access to personalized learning experiences. On the
other hand, they raise questions regarding academic integrity, plagiarism, reliability of generated
content, ethical use, and the development of critical and creative thinking skills among students
(UNESCO, 2025; Christ-Brendemühl, 2024).
Although research on Artificial Intelligence in education has grown considerably, much of the current
discussion focuses on its technological capabilities rather than on how teachers are actually integrating
these tools into their daily practice. Understanding teachers’ experiences is particularly relevant because
they are responsible not only for adopting new technologies but also for determining how these
technologies influence teaching, learning, assessment, and student development.
For this reason, it is necessary to examine how teachers currently use Artificial Intelligence, the benefits
they perceive, the challenges they encounter, and the expectations they hold regarding its future role in
education. Such information may contribute to the design of institutional strategies, training programs,
and educational policies aimed at promoting a responsible and effective integration of AI into teaching
practice.
Accordingly, the objective of this study was to analyze the use of Artificial Intelligence tools in teaching
practice, as well as the benefits, challenges, and perceptions associated with their implementation in
educational contexts.
INTRODUCTION
The rapid expansion of Artificial Intelligence (AI) has transformed the way information is accessed,
produced, and communicated across multiple sectors, including education. In recent years, generative
AI tools such as ChatGPT, Gemini, Copilot, DALL-E, DeepL, and Grammarly have become
increasingly available to teachers and students, allowing the creation of texts, images, presentations,
translations, and other educational resources in a matter of seconds (May, 2024; Çayak, 2024).
Their incorporation into educational environments has generated both enthusiasm and concern. On one
hand, these tools offer opportunities to improve lesson planning, instructional material design,
information retrieval, administrative efficiency, and access to personalized learning experiences. On the
other hand, they raise questions regarding academic integrity, plagiarism, reliability of generated
content, ethical use, and the development of critical and creative thinking skills among students
(UNESCO, 2025; Christ-Brendemühl, 2024).
Although research on Artificial Intelligence in education has grown considerably, much of the current
discussion focuses on its technological capabilities rather than on how teachers are actually integrating
these tools into their daily practice. Understanding teachers’ experiences is particularly relevant because
they are responsible not only for adopting new technologies but also for determining how these
technologies influence teaching, learning, assessment, and student development.
For this reason, it is necessary to examine how teachers currently use Artificial Intelligence, the benefits
they perceive, the challenges they encounter, and the expectations they hold regarding its future role in
education. Such information may contribute to the design of institutional strategies, training programs,
and educational policies aimed at promoting a responsible and effective integration of AI into teaching
practice.
Accordingly, the objective of this study was to analyze the use of Artificial Intelligence tools in teaching
practice, as well as the benefits, challenges, and perceptions associated with their implementation in
educational contexts.
pág. 6871
LITERATURE REVIEW
Artificial Intelligence and Generative AI
Artificial Intelligence (AI) has evolved from a specialized technological field into a widely accessible
resource with applications across multiple sectors, including education. According to May (2024), AI
refers to the capacity of computer systems to perform tasks traditionally associated with human
intelligence, such as reasoning, decision-making, problem-solving, and content generation. Similarly,
Abbass (2021) defines AI as the automation of cognition, emphasizing its ability to replicate processes
that were historically considered exclusive to human thought.
Among the different branches of AI, generative Artificial Intelligence has gained particular relevance
due to its ability to create original content in response to user prompts. Generative AI systems are
capable of producing text, images, audio, video, and other digital resources through deep learning and
neural network architectures (Çayak, 2024). The accessibility of these tools has significantly increased
their adoption in educational environments, where teachers and students use them for information
retrieval, content creation, communication, and academic support.
The rapid expansion of generative AI has transformed the relationship between users and information.
Tasks that previously required extensive time and technical expertise can now be completed in a matter
of seconds, creating new opportunities for productivity while simultaneously raising questions about
academic integrity, originality, and responsible use.
Artificial Intelligence in Teaching Practice
The integration of Artificial Intelligence into educational settings has generated substantial interest due
to its potential to support teaching and learning processes. Recent studies indicate that AI applications
are increasingly used to assist with lesson planning, instructional material development, content
adaptation, academic writing support, assessment design, and personalized learning experiences (Chan
& Lee, 2023; Christ-Brendemühl, 2024).
Among the most commonly used tools are conversational systems such as ChatGPT, Gemini, Claude,
DeepSeek and Copilot, which facilitate information retrieval, content generation, and idea development.
Image generation platforms, automatic translators, writing assistants, and AI-enhanced educational
platforms have also become valuable resources that support various aspects of teaching practice.
LITERATURE REVIEW
Artificial Intelligence and Generative AI
Artificial Intelligence (AI) has evolved from a specialized technological field into a widely accessible
resource with applications across multiple sectors, including education. According to May (2024), AI
refers to the capacity of computer systems to perform tasks traditionally associated with human
intelligence, such as reasoning, decision-making, problem-solving, and content generation. Similarly,
Abbass (2021) defines AI as the automation of cognition, emphasizing its ability to replicate processes
that were historically considered exclusive to human thought.
Among the different branches of AI, generative Artificial Intelligence has gained particular relevance
due to its ability to create original content in response to user prompts. Generative AI systems are
capable of producing text, images, audio, video, and other digital resources through deep learning and
neural network architectures (Çayak, 2024). The accessibility of these tools has significantly increased
their adoption in educational environments, where teachers and students use them for information
retrieval, content creation, communication, and academic support.
The rapid expansion of generative AI has transformed the relationship between users and information.
Tasks that previously required extensive time and technical expertise can now be completed in a matter
of seconds, creating new opportunities for productivity while simultaneously raising questions about
academic integrity, originality, and responsible use.
Artificial Intelligence in Teaching Practice
The integration of Artificial Intelligence into educational settings has generated substantial interest due
to its potential to support teaching and learning processes. Recent studies indicate that AI applications
are increasingly used to assist with lesson planning, instructional material development, content
adaptation, academic writing support, assessment design, and personalized learning experiences (Chan
& Lee, 2023; Christ-Brendemühl, 2024).
Among the most commonly used tools are conversational systems such as ChatGPT, Gemini, Claude,
DeepSeek and Copilot, which facilitate information retrieval, content generation, and idea development.
Image generation platforms, automatic translators, writing assistants, and AI-enhanced educational
platforms have also become valuable resources that support various aspects of teaching practice.
pág. 6872
These tools enable teachers to produce educational materials more efficiently, access updated
information, and explore innovative instructional approaches that respond to the demands of
contemporary educational environments (Çayak, 2024).
The growing availability of AI-powered resources has also expanded opportunities for creativity and
instructional innovation. Teachers can generate multimedia content, create personalized learning
materials, and design educational experiences that would previously have required considerable time
and technical expertise. Consequently, AI is increasingly viewed not only as a technological resource
but also as a tool capable of supporting pedagogical decision-making and improving educational
productivity.
Teachers’ Perceptions and Adoption of Artificial Intelligence
The growing presence of Artificial Intelligence in educational environments has generated increasing
interest in understanding how teachers perceive and adopt these technologies. Research suggests that
educators generally recognize the potential of AI to support instructional activities, enhance
productivity, and facilitate access to educational resources. However, teachers’ perceptions are often
influenced by factors such as technological competence, prior experience, institutional support, and
concerns regarding ethical and pedagogical implications (Chan & Lee, 2023).
The adoption of Artificial Intelligence in education is not determined solely by the availability of
technological tools. Rather, it depends on teachers’ willingness to integrate these resources into their
professional practice and their confidence in using them effectively. Çayak (2024) found that positive
attitudes toward Artificial Intelligence are closely associated with higher levels of AI literacy,
suggesting that teachers who better understand the capabilities and limitations of these technologies are
more likely to adopt them in educational contexts.
At the same time, research indicates that teachers tend to maintain a balanced perspective regarding
Artificial Intelligence. While many educators acknowledge its potential to improve instructional
efficiency and support teaching activities, they also express concerns related to academic integrity,
reliability of AI-generated information, data privacy, and the possible impact of these technologies on
students’ critical thinking and independent learning processes (Christ-Brendemühl, 2024; UNESCO,
2025).
These tools enable teachers to produce educational materials more efficiently, access updated
information, and explore innovative instructional approaches that respond to the demands of
contemporary educational environments (Çayak, 2024).
The growing availability of AI-powered resources has also expanded opportunities for creativity and
instructional innovation. Teachers can generate multimedia content, create personalized learning
materials, and design educational experiences that would previously have required considerable time
and technical expertise. Consequently, AI is increasingly viewed not only as a technological resource
but also as a tool capable of supporting pedagogical decision-making and improving educational
productivity.
Teachers’ Perceptions and Adoption of Artificial Intelligence
The growing presence of Artificial Intelligence in educational environments has generated increasing
interest in understanding how teachers perceive and adopt these technologies. Research suggests that
educators generally recognize the potential of AI to support instructional activities, enhance
productivity, and facilitate access to educational resources. However, teachers’ perceptions are often
influenced by factors such as technological competence, prior experience, institutional support, and
concerns regarding ethical and pedagogical implications (Chan & Lee, 2023).
The adoption of Artificial Intelligence in education is not determined solely by the availability of
technological tools. Rather, it depends on teachers’ willingness to integrate these resources into their
professional practice and their confidence in using them effectively. Çayak (2024) found that positive
attitudes toward Artificial Intelligence are closely associated with higher levels of AI literacy,
suggesting that teachers who better understand the capabilities and limitations of these technologies are
more likely to adopt them in educational contexts.
At the same time, research indicates that teachers tend to maintain a balanced perspective regarding
Artificial Intelligence. While many educators acknowledge its potential to improve instructional
efficiency and support teaching activities, they also express concerns related to academic integrity,
reliability of AI-generated information, data privacy, and the possible impact of these technologies on
students’ critical thinking and independent learning processes (Christ-Brendemühl, 2024; UNESCO,
2025).
pág. 6873
Consequently, understanding teachers’ perceptions is essential for identifying factors that facilitate or
hinder AI adoption and for designing training initiatives that promote its responsible and pedagogically
meaningful use.
As Artificial Intelligence continues to evolve, teachers’ perceptions and experiences will play a crucial
role in determining how these technologies are integrated into educational practice. Examining
educators’ attitudes, expectations, and concerns provides valuable insights into current adoption
patterns and contributes to a deeper understanding of the opportunities and challenges associated with
AI in contemporary education.
Opportunities and Challenges of Artificial Intelligence in Education
The implementation of Artificial Intelligence in educational contexts presents both opportunities and
challenges. Research has highlighted several potential benefits, including greater efficiency in lesson
planning, improved access to information, enhanced quality of instructional materials, support for
personalized learning, and the automation of routine tasks that consume significant amounts of teachers’
time (Chan & Lee, 2023; Çayak, 2024).
At the same time, the growing use of AI has generated important ethical and pedagogical concerns.
UNESCO (2025) emphasizes the need to ensure that AI applications are used responsibly and
transparently within educational systems. Among the principal concerns identified in the literature are
academic dishonesty, plagiarism, data privacy, algorithmic bias, and the reliability of AI-generated
information. These challenges require educational institutions to establish clear guidelines and provide
adequate training for both teachers and students.
Another recurring concern involves the potential impact of AI on the development of higher-order
cognitive skills. The increasing capacity of AI systems to generate academic content raises questions
regarding students’ engagement in critical thinking, analysis, reflection, and creative problem-solving
processes. Christ-Brendemühl (2024) argues that universities must develop policies and pedagogical
strategies that maximize the benefits of AI while minimizing its risks, ensuring that technology
functions as a support tool rather than a substitute for learning.
Given the growing presence of Artificial Intelligence in educational environments, understanding how
teachers perceive, use, and evaluate these technologies is essential.
Consequently, understanding teachers’ perceptions is essential for identifying factors that facilitate or
hinder AI adoption and for designing training initiatives that promote its responsible and pedagogically
meaningful use.
As Artificial Intelligence continues to evolve, teachers’ perceptions and experiences will play a crucial
role in determining how these technologies are integrated into educational practice. Examining
educators’ attitudes, expectations, and concerns provides valuable insights into current adoption
patterns and contributes to a deeper understanding of the opportunities and challenges associated with
AI in contemporary education.
Opportunities and Challenges of Artificial Intelligence in Education
The implementation of Artificial Intelligence in educational contexts presents both opportunities and
challenges. Research has highlighted several potential benefits, including greater efficiency in lesson
planning, improved access to information, enhanced quality of instructional materials, support for
personalized learning, and the automation of routine tasks that consume significant amounts of teachers’
time (Chan & Lee, 2023; Çayak, 2024).
At the same time, the growing use of AI has generated important ethical and pedagogical concerns.
UNESCO (2025) emphasizes the need to ensure that AI applications are used responsibly and
transparently within educational systems. Among the principal concerns identified in the literature are
academic dishonesty, plagiarism, data privacy, algorithmic bias, and the reliability of AI-generated
information. These challenges require educational institutions to establish clear guidelines and provide
adequate training for both teachers and students.
Another recurring concern involves the potential impact of AI on the development of higher-order
cognitive skills. The increasing capacity of AI systems to generate academic content raises questions
regarding students’ engagement in critical thinking, analysis, reflection, and creative problem-solving
processes. Christ-Brendemühl (2024) argues that universities must develop policies and pedagogical
strategies that maximize the benefits of AI while minimizing its risks, ensuring that technology
functions as a support tool rather than a substitute for learning.
Given the growing presence of Artificial Intelligence in educational environments, understanding how
teachers perceive, use, and evaluate these technologies is essential.
pág. 6874
Their experiences provide valuable evidence regarding current adoption patterns, training needs,
perceived benefits, and the challenges associated with integrating AI into teaching practice.
METHODOLOGY
Research Design
This study adopted a quantitative, descriptive, and cross-sectional design aimed at examining the use
of Artificial Intelligence (AI) tools in teaching practice. The research focused on identifying patterns
related to the frequency of AI use, the types of tools employed, the educational activities in which they
are applied, teachers’ training experiences, perceived benefits, challenges, and future expectations
regarding the role of AI in education.
A descriptive approach was considered appropriate because the purpose of the study was not to establish
causal relationships among variables, but rather to provide an overview of current practices and
perceptions associated with the use of Artificial Intelligence among teachers from different educational
contexts.
Population and Sample
The target population consisted of Mexican teachers aged 20 years and older who were actively engaged
in teaching activities at different educational levels and institutional contexts. Participants included
teachers from public and private institutions, as well as educators working in face-to-face, blended,
hybrid, and online teaching modalities.
A non-probability convenience sampling strategy was employed, as participants were selected based on
accessibility and their willingness to participate in the study (Hernández, Fernández, & Baptista, 2006).
This sampling approach was considered appropriate due to the exploratory and descriptive nature of the
research, whose purpose was to identify current patterns of Artificial Intelligence use in teaching
practice rather than to generalize findings to the entire population of teachers.
The final sample consisted of 31 teachers from diverse disciplinary areas, including Humanities, Social
Sciences, Economic and Administrative Sciences, Exact Sciences, Physical and Mathematical Sciences,
Biological and Health Sciences, and Arts. This diversity allowed the study to gather perspectives from
educators working in different academic fields and teaching contexts.
Their experiences provide valuable evidence regarding current adoption patterns, training needs,
perceived benefits, and the challenges associated with integrating AI into teaching practice.
METHODOLOGY
Research Design
This study adopted a quantitative, descriptive, and cross-sectional design aimed at examining the use
of Artificial Intelligence (AI) tools in teaching practice. The research focused on identifying patterns
related to the frequency of AI use, the types of tools employed, the educational activities in which they
are applied, teachers’ training experiences, perceived benefits, challenges, and future expectations
regarding the role of AI in education.
A descriptive approach was considered appropriate because the purpose of the study was not to establish
causal relationships among variables, but rather to provide an overview of current practices and
perceptions associated with the use of Artificial Intelligence among teachers from different educational
contexts.
Population and Sample
The target population consisted of Mexican teachers aged 20 years and older who were actively engaged
in teaching activities at different educational levels and institutional contexts. Participants included
teachers from public and private institutions, as well as educators working in face-to-face, blended,
hybrid, and online teaching modalities.
A non-probability convenience sampling strategy was employed, as participants were selected based on
accessibility and their willingness to participate in the study (Hernández, Fernández, & Baptista, 2006).
This sampling approach was considered appropriate due to the exploratory and descriptive nature of the
research, whose purpose was to identify current patterns of Artificial Intelligence use in teaching
practice rather than to generalize findings to the entire population of teachers.
The final sample consisted of 31 teachers from diverse disciplinary areas, including Humanities, Social
Sciences, Economic and Administrative Sciences, Exact Sciences, Physical and Mathematical Sciences,
Biological and Health Sciences, and Arts. This diversity allowed the study to gather perspectives from
educators working in different academic fields and teaching contexts.
pág. 6875
Although the sample size was limited, the data provide an initial approximation to how teachers are
incorporating Artificial Intelligence tools into their professional practice. Therefore, the findings should
be interpreted as exploratory evidence that contributes to understanding current trends, perceived
benefits, challenges, and future expectations regarding the use of AI in educational settings.
Data collection instrument
Data were collected through a structured questionnaire administered online using Google Forms
(Jaiswal, 2024). The instrument consisted of 18 questions organized into seven sections addressing
participants’ demographic characteristics, frequency of AI use, types of tools employed, educational
applications, training experiences, perceived benefits, challenges, and future expectations regarding
Artificial Intelligence in educational settings.
The questionnaire included multiple-choice questions, Likert-type scales, and closed-ended items
designed to obtain descriptive information about teachers’ experiences with AI. The instrument was
developed based on the literature reviewed and aligned with the objectives of the study. Prior to its
administration, the questionnaire was reviewed by three experts in educational research and educational
technology to assess content validity, clarity, relevance, and consistency with the research objectives.
Procedure. Online Braille Converter that uses English Braille is the primary tool for this action plan.
The system recognizes words and, using algorithms, translates them into Braille. The English language
teachers can download the phrases in four different styles of Braille conversion. Essentially, the
platform used is Edmodo, on November, December, February, and March. The platform helped to
upload a sentence of reflection. Six-morning groups were involved, and three-afternoon groups
participated in the current research; they used three questions to make students reflect.
RESULTS AND DISCUSSION
Data Analysis
Data were analyzed using descriptive statistics, including frequencies and percentages, in order to
identify trends and patterns related to the use of Artificial Intelligence in teaching practice. The results
are presented through tables and graphical representations that facilitate the interpretation of teachers’
responses regarding AI applications, perceived benefits, challenges, training experiences, and future
expectations.
Although the sample size was limited, the data provide an initial approximation to how teachers are
incorporating Artificial Intelligence tools into their professional practice. Therefore, the findings should
be interpreted as exploratory evidence that contributes to understanding current trends, perceived
benefits, challenges, and future expectations regarding the use of AI in educational settings.
Data collection instrument
Data were collected through a structured questionnaire administered online using Google Forms
(Jaiswal, 2024). The instrument consisted of 18 questions organized into seven sections addressing
participants’ demographic characteristics, frequency of AI use, types of tools employed, educational
applications, training experiences, perceived benefits, challenges, and future expectations regarding
Artificial Intelligence in educational settings.
The questionnaire included multiple-choice questions, Likert-type scales, and closed-ended items
designed to obtain descriptive information about teachers’ experiences with AI. The instrument was
developed based on the literature reviewed and aligned with the objectives of the study. Prior to its
administration, the questionnaire was reviewed by three experts in educational research and educational
technology to assess content validity, clarity, relevance, and consistency with the research objectives.
Procedure. Online Braille Converter that uses English Braille is the primary tool for this action plan.
The system recognizes words and, using algorithms, translates them into Braille. The English language
teachers can download the phrases in four different styles of Braille conversion. Essentially, the
platform used is Edmodo, on November, December, February, and March. The platform helped to
upload a sentence of reflection. Six-morning groups were involved, and three-afternoon groups
participated in the current research; they used three questions to make students reflect.
RESULTS AND DISCUSSION
Data Analysis
Data were analyzed using descriptive statistics, including frequencies and percentages, in order to
identify trends and patterns related to the use of Artificial Intelligence in teaching practice. The results
are presented through tables and graphical representations that facilitate the interpretation of teachers’
responses regarding AI applications, perceived benefits, challenges, training experiences, and future
expectations.
pág. 6876
RESULTS
Participant Characteristics
The sample consisted of 31 teachers from diverse educational contexts. Regarding age, the largest
proportion of participants (35.5%) were between 51 and 60 years old, followed by those aged 20 to 30
years (29%), while the remaining participants were distributed across other age groups. Most
respondents worked in private educational institutions (64.5%), whereas 29% reported working in
public institutions and 6.5% indicated teaching in both sectors. Concerning disciplinary areas, the
majority of participants were affiliated with Humanities (67.7%), followed by Social Sciences (22.6%)
and Economic and Administrative Sciences (19.4%). Representation from Exact Sciences, Physical and
Mathematical Sciences, Biological and Health Sciences, and Arts was comparatively lower. In terms of
teaching modality, most participants reported teaching in face-to-face environments (90.3%), while
smaller proportions indicated involvement in hybrid (29%), online (25.8%), and blended learning
settings (9.7%). These characteristics reflect a diverse group of educators from different professional
backgrounds and teaching contexts.
As illustrated in Figure 1, 35.5% of participants reported using Artificial Intelligence tools several times
per week, while 29% indicated occasional use. Lower percentages were observed for daily use and less
frequent use. These findings suggest that AI tools have become part of the regular professional practice
of a substantial proportion of the teachers surveyed.
Figure 1. Use frequency of Artificial Intelligence Tools
RESULTS
Participant Characteristics
The sample consisted of 31 teachers from diverse educational contexts. Regarding age, the largest
proportion of participants (35.5%) were between 51 and 60 years old, followed by those aged 20 to 30
years (29%), while the remaining participants were distributed across other age groups. Most
respondents worked in private educational institutions (64.5%), whereas 29% reported working in
public institutions and 6.5% indicated teaching in both sectors. Concerning disciplinary areas, the
majority of participants were affiliated with Humanities (67.7%), followed by Social Sciences (22.6%)
and Economic and Administrative Sciences (19.4%). Representation from Exact Sciences, Physical and
Mathematical Sciences, Biological and Health Sciences, and Arts was comparatively lower. In terms of
teaching modality, most participants reported teaching in face-to-face environments (90.3%), while
smaller proportions indicated involvement in hybrid (29%), online (25.8%), and blended learning
settings (9.7%). These characteristics reflect a diverse group of educators from different professional
backgrounds and teaching contexts.
As illustrated in Figure 1, 35.5% of participants reported using Artificial Intelligence tools several times
per week, while 29% indicated occasional use. Lower percentages were observed for daily use and less
frequent use. These findings suggest that AI tools have become part of the regular professional practice
of a substantial proportion of the teachers surveyed.
Figure 1. Use frequency of Artificial Intelligence Tools
pág. 6877
Figure 2 illustrates the educational activities for which teachers most frequently employ Artificial
Intelligence tools. The most commonly reported applications were the development of teaching
materials, lesson planning, academic research, and administrative tasks. Activities related to student
feedback and communication were reported less frequently, indicating that teachers currently prioritize
AI as a tool for instructional preparation and content development.
Figure 2. Types of activities where Artificial Intelligence is applied
As shown in Figure 3, ChatGPT was identified as the most frequently used Artificial Intelligence tool
among participants. Other commonly reported resources included image-generation platforms and
automatic translation tools. In contrast, educational platforms and writing assistants exhibited lower
levels of adoption within the sample.
Figure 3. Most applied Artificial Intelligence tools in teaching practice
Figure 2 illustrates the educational activities for which teachers most frequently employ Artificial
Intelligence tools. The most commonly reported applications were the development of teaching
materials, lesson planning, academic research, and administrative tasks. Activities related to student
feedback and communication were reported less frequently, indicating that teachers currently prioritize
AI as a tool for instructional preparation and content development.
Figure 2. Types of activities where Artificial Intelligence is applied
As shown in Figure 3, ChatGPT was identified as the most frequently used Artificial Intelligence tool
among participants. Other commonly reported resources included image-generation platforms and
automatic translation tools. In contrast, educational platforms and writing assistants exhibited lower
levels of adoption within the sample.
Figure 3. Most applied Artificial Intelligence tools in teaching practice
pág. 6878
Figure 4 presents participants’ training experiences related to Artificial Intelligence. Approximately
35.5% reported being self-taught in the use of AI tools, while 25% had received institutional training
through courses or workshops. Additionally, 25.8% indicated having received no formal preparation
related to Artificial Intelligence. These findings reveal considerable variation in teachers’ professional
preparation regarding AI adoption.
Figure 4. Training received related to Artificial Intelligence tools
As presented in Figure 5, the most frequently reported benefit of Artificial Intelligence was the
reduction of time devoted to lesson planning and preparation (71%). Participants also highlighted
improvements in the creativity and quality of teaching materials (67.7%), better organization of classes
and instructional resources (48.4%), and enhanced access to updated information (48.4%). Benefits
associated with assessment processes and student feedback were reported less frequently.
Figure 5. Benefits of Artificial Intelligence in teaching practice
Figure 4 presents participants’ training experiences related to Artificial Intelligence. Approximately
35.5% reported being self-taught in the use of AI tools, while 25% had received institutional training
through courses or workshops. Additionally, 25.8% indicated having received no formal preparation
related to Artificial Intelligence. These findings reveal considerable variation in teachers’ professional
preparation regarding AI adoption.
Figure 4. Training received related to Artificial Intelligence tools
As presented in Figure 5, the most frequently reported benefit of Artificial Intelligence was the
reduction of time devoted to lesson planning and preparation (71%). Participants also highlighted
improvements in the creativity and quality of teaching materials (67.7%), better organization of classes
and instructional resources (48.4%), and enhanced access to updated information (48.4%). Benefits
associated with assessment processes and student feedback were reported less frequently.
Figure 5. Benefits of Artificial Intelligence in teaching practice
pág. 6879
Figure 6 shows participants’ perceptions regarding the extent to which Artificial Intelligence contributes
to different aspects of teaching practice. The most positively evaluated dimensions were the
improvement of teaching materials, the reduction of time dedicated to lesson planning and preparation,
and the organization of teaching activities. Overall, participants reported moderate to high levels of
perceived contribution across the dimensions analyzed.
Figure 6. Aspects of teaching practice where Artificial Intelligence has had influence
As shown in Figure 7, ethical concerns represented the most frequently reported challenge associated
with the use of Artificial Intelligence in teaching practice (67.7%). Other prominent concerns included
distrust regarding the quality or origin of AI-generated information (58.1%) and insufficient training in
the use of these technologies (54.8%). These findings indicate that concerns extend beyond technical
issues and include pedagogical and ethical considerations.
Figure 7. Challenges of Artificial Intelligence application in teaching practice
Figure 6 shows participants’ perceptions regarding the extent to which Artificial Intelligence contributes
to different aspects of teaching practice. The most positively evaluated dimensions were the
improvement of teaching materials, the reduction of time dedicated to lesson planning and preparation,
and the organization of teaching activities. Overall, participants reported moderate to high levels of
perceived contribution across the dimensions analyzed.
Figure 6. Aspects of teaching practice where Artificial Intelligence has had influence
As shown in Figure 7, ethical concerns represented the most frequently reported challenge associated
with the use of Artificial Intelligence in teaching practice (67.7%). Other prominent concerns included
distrust regarding the quality or origin of AI-generated information (58.1%) and insufficient training in
the use of these technologies (54.8%). These findings indicate that concerns extend beyond technical
issues and include pedagogical and ethical considerations.
Figure 7. Challenges of Artificial Intelligence application in teaching practice
pág. 6880
Figure 8 presents participants’ evaluations of the extent to which specific issues represent challenges in
their teaching practice. Ethical concerns, including plagiarism and academic integrity, received the
highest levels of concern among respondents. Other dimensions, such as training needs and information
reliability, were also perceived as important challenges associated with the integration of Artificial
Intelligence into educational contexts.
Figure 8. Specific aspects that represent a challenge of Artificial Intelligence application in teaching
practice
As illustrated in Figure 9, most participants considered Artificial Intelligence to be highly relevant for
the future of education. Specifically, 58.1% rated it as very important, while 32.3% considered it highly
important. Only a small proportion assigned lower levels of importance, indicating broad recognition
of AI’s growing role in educational environments.
Figure 9. Perceived Importance of Artificial Intelligence for the Future of Education
Figure 8 presents participants’ evaluations of the extent to which specific issues represent challenges in
their teaching practice. Ethical concerns, including plagiarism and academic integrity, received the
highest levels of concern among respondents. Other dimensions, such as training needs and information
reliability, were also perceived as important challenges associated with the integration of Artificial
Intelligence into educational contexts.
Figure 8. Specific aspects that represent a challenge of Artificial Intelligence application in teaching
practice
As illustrated in Figure 9, most participants considered Artificial Intelligence to be highly relevant for
the future of education. Specifically, 58.1% rated it as very important, while 32.3% considered it highly
important. Only a small proportion assigned lower levels of importance, indicating broad recognition
of AI’s growing role in educational environments.
Figure 9. Perceived Importance of Artificial Intelligence for the Future of Education
pág. 6881
Figure 10 shows participants’ expectations regarding the future use of Artificial Intelligence in their
professional practice. Most respondents (67.7%) indicated that they expect to increase their use of AI
tools in the future. This finding suggests a growing willingness among teachers to continue exploring
and incorporating Artificial Intelligence into their teaching activities despite the challenges previously
identified.
Figure 10. Expected Future Use of Artificial Intelligence in Teaching Practice
DISCUSSION
The findings indicate that Artificial Intelligence is progressively becoming part of teachers’ professional
practice, although its adoption remains heterogeneous. A substantial proportion of participants reported
using AI tools several times per week, suggesting that these technologies are no longer perceived as
experimental resources but as tools that support everyday educational activities. This finding is
consistent with Chan and Lee (2023), who reported growing interest among educators in adopting
generative AI technologies for teaching and learning purposes. The results suggest that AI is gradually
becoming integrated into educational practice, although its use still depends on individual experience,
familiarity with technology, and perceived usefulness.
ChatGPT emerged as the most frequently used Artificial Intelligence tool among participants, followed
by image-generation platforms and automatic translators. Similar trends have been reported by Christ-
Brendemühl (2024), who identified generative AI applications as some of the fastest-growing
technologies in higher education due to their accessibility and versatility.
Figure 10 shows participants’ expectations regarding the future use of Artificial Intelligence in their
professional practice. Most respondents (67.7%) indicated that they expect to increase their use of AI
tools in the future. This finding suggests a growing willingness among teachers to continue exploring
and incorporating Artificial Intelligence into their teaching activities despite the challenges previously
identified.
Figure 10. Expected Future Use of Artificial Intelligence in Teaching Practice
DISCUSSION
The findings indicate that Artificial Intelligence is progressively becoming part of teachers’ professional
practice, although its adoption remains heterogeneous. A substantial proportion of participants reported
using AI tools several times per week, suggesting that these technologies are no longer perceived as
experimental resources but as tools that support everyday educational activities. This finding is
consistent with Chan and Lee (2023), who reported growing interest among educators in adopting
generative AI technologies for teaching and learning purposes. The results suggest that AI is gradually
becoming integrated into educational practice, although its use still depends on individual experience,
familiarity with technology, and perceived usefulness.
ChatGPT emerged as the most frequently used Artificial Intelligence tool among participants, followed
by image-generation platforms and automatic translators. Similar trends have been reported by Christ-
Brendemühl (2024), who identified generative AI applications as some of the fastest-growing
technologies in higher education due to their accessibility and versatility.
pág. 6882
The predominance of these tools may be explained by their capacity to provide immediate support for
information retrieval, content generation, and instructional design. This finding suggests that teachers
tend to prioritize technologies that offer practical solutions to everyday teaching needs and that can be
incorporated into existing instructional processes without requiring extensive technical expertise.
Regarding educational applications, participants reported using Artificial Intelligence primarily for
lesson planning, instructional material development, academic research, and organizational tasks. These
findings are consistent with Çayak (2024), who found that teachers generally perceive AI as a resource
that facilitates professional activities and improves efficiency. From a pedagogical perspective, the
concentration of AI use in planning and content development suggests that teachers continue to reserve
decision-making, classroom interaction, and student support for their own professional judgment.
Rather than replacing the teacher’s role, AI appears to function as a tool that assists in the preparation
and organization of teaching activities.
The benefits identified by participants further reinforce this interpretation. Reduced lesson planning
time, improved quality of instructional materials, greater organizational efficiency, and enhanced access
to updated information were among the most frequently reported advantages. Similar benefits have been
documented in previous studies examining the educational applications of generative AI (Çayak, 2024;
Christ-Brendemühl, 2024). These findings suggest that Artificial Intelligence may contribute to
optimizing routine and time-consuming tasks, potentially allowing teachers to devote more attention to
activities that require direct interaction with students, such as mentoring, feedback, and the facilitation
of learning experiences.
An important finding concerns participants’ perceptions of the contribution of Artificial Intelligence to
different aspects of teaching practice. The strongest positive evaluations were associated with
instructional material development, lesson preparation, and organizational processes. These results are
aligned with previous research indicating that teachers tend to perceive greater value in AI applications
that directly support instructional efficiency and resource development (Chan & Lee, 2023). The fact
that most dimensions received moderate to high evaluations suggests that participants recognize the
potential of AI across multiple aspects of teaching practice, although they do not perceive its
contribution as equally strong in all areas.
The predominance of these tools may be explained by their capacity to provide immediate support for
information retrieval, content generation, and instructional design. This finding suggests that teachers
tend to prioritize technologies that offer practical solutions to everyday teaching needs and that can be
incorporated into existing instructional processes without requiring extensive technical expertise.
Regarding educational applications, participants reported using Artificial Intelligence primarily for
lesson planning, instructional material development, academic research, and organizational tasks. These
findings are consistent with Çayak (2024), who found that teachers generally perceive AI as a resource
that facilitates professional activities and improves efficiency. From a pedagogical perspective, the
concentration of AI use in planning and content development suggests that teachers continue to reserve
decision-making, classroom interaction, and student support for their own professional judgment.
Rather than replacing the teacher’s role, AI appears to function as a tool that assists in the preparation
and organization of teaching activities.
The benefits identified by participants further reinforce this interpretation. Reduced lesson planning
time, improved quality of instructional materials, greater organizational efficiency, and enhanced access
to updated information were among the most frequently reported advantages. Similar benefits have been
documented in previous studies examining the educational applications of generative AI (Çayak, 2024;
Christ-Brendemühl, 2024). These findings suggest that Artificial Intelligence may contribute to
optimizing routine and time-consuming tasks, potentially allowing teachers to devote more attention to
activities that require direct interaction with students, such as mentoring, feedback, and the facilitation
of learning experiences.
An important finding concerns participants’ perceptions of the contribution of Artificial Intelligence to
different aspects of teaching practice. The strongest positive evaluations were associated with
instructional material development, lesson preparation, and organizational processes. These results are
aligned with previous research indicating that teachers tend to perceive greater value in AI applications
that directly support instructional efficiency and resource development (Chan & Lee, 2023). The fact
that most dimensions received moderate to high evaluations suggests that participants recognize the
potential of AI across multiple aspects of teaching practice, although they do not perceive its
contribution as equally strong in all areas.
pág. 6883
Despite these benefits, participants identified several challenges associated with the integration of
Artificial Intelligence into education. Ethical concerns, including plagiarism and academic integrity,
emerged as the most frequently reported challenge. This finding is consistent with UNESCO (2025),
which emphasizes that the rapid expansion of AI in educational settings requires the development of
ethical guidelines, responsible-use policies, and mechanisms that protect academic integrity. The
prominence of plagiarism concerns among participants suggests that teachers continue to view
authorship and originality as central issues in the context of AI-supported learning environments.
Concerns regarding the reliability of AI-generated information also received considerable attention.
Participants expressed reservations about the accuracy and trustworthiness of the information produced
by Artificial Intelligence systems. Similar concerns have been identified by Christ-Brendemühl (2024),
who argues that the increasing availability of generative AI requires users to critically evaluate
generated content rather than accepting it uncritically. These findings highlight the importance of
developing digital literacy competencies that enable both teachers and students to assess the quality,
validity, and relevance of AI-generated information before incorporating it into academic activities.
Another significant finding relates to teachers’ preparation for the use of Artificial Intelligence.
Although many participants reported being self-taught, a substantial proportion indicated limited or no
formal training. This result supports previous observations by Chan and Lee (2023) and Çayak (2024),
who identified professional development as a critical factor influencing AI adoption in educational
contexts. The findings suggest that the incorporation of Artificial Intelligence into teaching practice
may be occurring more rapidly than the implementation of institutional training initiatives.
Consequently, educational institutions face the challenge of providing professional development
opportunities that address not only the technical use of AI tools but also their pedagogical, ethical, and
disciplinary implications.
Finally, despite the challenges identified throughout the study, participants overwhelmingly recognized
the importance of Artificial Intelligence for the future of education and expressed intentions to increase
its use in their professional practice. This finding is particularly relevant because it demonstrates that
teachers do not perceive AI solely as a source of risk or uncertainty. Rather, they appear to recognize
both its opportunities and its limitations.
Despite these benefits, participants identified several challenges associated with the integration of
Artificial Intelligence into education. Ethical concerns, including plagiarism and academic integrity,
emerged as the most frequently reported challenge. This finding is consistent with UNESCO (2025),
which emphasizes that the rapid expansion of AI in educational settings requires the development of
ethical guidelines, responsible-use policies, and mechanisms that protect academic integrity. The
prominence of plagiarism concerns among participants suggests that teachers continue to view
authorship and originality as central issues in the context of AI-supported learning environments.
Concerns regarding the reliability of AI-generated information also received considerable attention.
Participants expressed reservations about the accuracy and trustworthiness of the information produced
by Artificial Intelligence systems. Similar concerns have been identified by Christ-Brendemühl (2024),
who argues that the increasing availability of generative AI requires users to critically evaluate
generated content rather than accepting it uncritically. These findings highlight the importance of
developing digital literacy competencies that enable both teachers and students to assess the quality,
validity, and relevance of AI-generated information before incorporating it into academic activities.
Another significant finding relates to teachers’ preparation for the use of Artificial Intelligence.
Although many participants reported being self-taught, a substantial proportion indicated limited or no
formal training. This result supports previous observations by Chan and Lee (2023) and Çayak (2024),
who identified professional development as a critical factor influencing AI adoption in educational
contexts. The findings suggest that the incorporation of Artificial Intelligence into teaching practice
may be occurring more rapidly than the implementation of institutional training initiatives.
Consequently, educational institutions face the challenge of providing professional development
opportunities that address not only the technical use of AI tools but also their pedagogical, ethical, and
disciplinary implications.
Finally, despite the challenges identified throughout the study, participants overwhelmingly recognized
the importance of Artificial Intelligence for the future of education and expressed intentions to increase
its use in their professional practice. This finding is particularly relevant because it demonstrates that
teachers do not perceive AI solely as a source of risk or uncertainty. Rather, they appear to recognize
both its opportunities and its limitations.
pág. 6884
Similar trends have been reported by Chan and Lee (2023), who found that educators acknowledge the
transformative potential of generative AI while simultaneously expressing concerns about its
implications. The coexistence of positive expectations and critical concerns suggests that teachers are
adopting a balanced perspective toward Artificial Intelligence, recognizing its value as an educational
resource while remaining aware of the responsibilities associated with its use.
Overall, the findings indicate that Artificial Intelligence is increasingly perceived as a valuable support
tool for teaching practice. However, its successful integration requires more than technological access.
Consistent with UNESCO (2025) and Christ-Brendemühl (2024), the results suggest that teacher
training, ethical guidance, institutional support, and pedagogical reflection will play a central role in
determining whether Artificial Intelligence contributes to meaningful learning experiences or simply
becomes another technological resource within educational environments.
CONCLUSION
The findings of this study indicate that Artificial Intelligence has become an increasingly relevant
component of contemporary teaching practice. Although levels of adoption vary among educators, the
results show that AI tools are already being incorporated into a wide range of professional activities,
particularly those related to lesson planning, instructional material development, academic research,
and organizational tasks. These findings suggest that Artificial Intelligence is gradually transitioning
from an emerging technology to a practical resource that supports everyday educational activities.
The study also demonstrates that teachers perceive important benefits associated with the use of
Artificial Intelligence, especially in terms of efficiency, access to information, and the quality of
instructional resources. Rather than replacing the professional role of educators, participants appear to
view AI as a tool that can support and optimize teaching processes. This perception highlights the
potential of Artificial Intelligence to contribute positively to educational practice when used critically
and responsibly.
At the same time, the findings reveal significant challenges related to the integration of Artificial
Intelligence into education. Ethical concerns, academic integrity, plagiarism, and the reliability of AI-
generated information remain important issues for teachers.
Similar trends have been reported by Chan and Lee (2023), who found that educators acknowledge the
transformative potential of generative AI while simultaneously expressing concerns about its
implications. The coexistence of positive expectations and critical concerns suggests that teachers are
adopting a balanced perspective toward Artificial Intelligence, recognizing its value as an educational
resource while remaining aware of the responsibilities associated with its use.
Overall, the findings indicate that Artificial Intelligence is increasingly perceived as a valuable support
tool for teaching practice. However, its successful integration requires more than technological access.
Consistent with UNESCO (2025) and Christ-Brendemühl (2024), the results suggest that teacher
training, ethical guidance, institutional support, and pedagogical reflection will play a central role in
determining whether Artificial Intelligence contributes to meaningful learning experiences or simply
becomes another technological resource within educational environments.
CONCLUSION
The findings of this study indicate that Artificial Intelligence has become an increasingly relevant
component of contemporary teaching practice. Although levels of adoption vary among educators, the
results show that AI tools are already being incorporated into a wide range of professional activities,
particularly those related to lesson planning, instructional material development, academic research,
and organizational tasks. These findings suggest that Artificial Intelligence is gradually transitioning
from an emerging technology to a practical resource that supports everyday educational activities.
The study also demonstrates that teachers perceive important benefits associated with the use of
Artificial Intelligence, especially in terms of efficiency, access to information, and the quality of
instructional resources. Rather than replacing the professional role of educators, participants appear to
view AI as a tool that can support and optimize teaching processes. This perception highlights the
potential of Artificial Intelligence to contribute positively to educational practice when used critically
and responsibly.
At the same time, the findings reveal significant challenges related to the integration of Artificial
Intelligence into education. Ethical concerns, academic integrity, plagiarism, and the reliability of AI-
generated information remain important issues for teachers.
pág. 6885
These concerns suggest that the successful implementation of Artificial Intelligence requires not only
technological adoption but also the development of institutional policies, ethical guidelines, and
pedagogical strategies that promote responsible use.
Another relevant conclusion is the gap identified between the growing use of Artificial Intelligence and
the limited formal training available to many educators. A considerable proportion of participants
reported learning to use these tools independently, highlighting the need for professional development
initiatives that address technical, pedagogical, and ethical dimensions of AI integration. Educational
institutions have an important role to play in supporting teachers as they adapt to increasingly
technology-rich learning environments.
Despite the challenges identified, participants overwhelmingly recognized the importance of Artificial
Intelligence for the future of education and expressed intentions to increase its use in their professional
practice. This finding suggests that educators are aware of the transformative potential of AI and
acknowledge its growing influence on teaching and learning processes.
This study is subject to certain limitations. The use of a non-probability convenience sample and the
relatively small number of participants limit the generalizability of the findings. In addition, the sample
was predominantly composed of teachers from Humanities disciplines, private educational institutions,
and face-to-face teaching environments. Consequently, the results may not fully reflect the experiences
and perceptions of educators from other disciplinary fields, institutional contexts, or teaching
modalities. Therefore, the findings should be interpreted as an exploratory contribution to understanding
the use of Artificial Intelligence in teaching practice rather than as representative of the broader teaching
population.
Future research should continue examining the pedagogical implications of Artificial Intelligence in
educational settings, particularly regarding assessment practices, academic integrity, teacher training,
and the development of critical thinking skills among students. Additional studies involving larger and
more diverse samples may contribute to a deeper understanding of how Artificial Intelligence is
transforming teaching and learning processes across educational contexts.
These concerns suggest that the successful implementation of Artificial Intelligence requires not only
technological adoption but also the development of institutional policies, ethical guidelines, and
pedagogical strategies that promote responsible use.
Another relevant conclusion is the gap identified between the growing use of Artificial Intelligence and
the limited formal training available to many educators. A considerable proportion of participants
reported learning to use these tools independently, highlighting the need for professional development
initiatives that address technical, pedagogical, and ethical dimensions of AI integration. Educational
institutions have an important role to play in supporting teachers as they adapt to increasingly
technology-rich learning environments.
Despite the challenges identified, participants overwhelmingly recognized the importance of Artificial
Intelligence for the future of education and expressed intentions to increase its use in their professional
practice. This finding suggests that educators are aware of the transformative potential of AI and
acknowledge its growing influence on teaching and learning processes.
This study is subject to certain limitations. The use of a non-probability convenience sample and the
relatively small number of participants limit the generalizability of the findings. In addition, the sample
was predominantly composed of teachers from Humanities disciplines, private educational institutions,
and face-to-face teaching environments. Consequently, the results may not fully reflect the experiences
and perceptions of educators from other disciplinary fields, institutional contexts, or teaching
modalities. Therefore, the findings should be interpreted as an exploratory contribution to understanding
the use of Artificial Intelligence in teaching practice rather than as representative of the broader teaching
population.
Future research should continue examining the pedagogical implications of Artificial Intelligence in
educational settings, particularly regarding assessment practices, academic integrity, teacher training,
and the development of critical thinking skills among students. Additional studies involving larger and
more diverse samples may contribute to a deeper understanding of how Artificial Intelligence is
transforming teaching and learning processes across educational contexts.
pág. 6886
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Abbass, H. (2021). What is artificial intelligence? IEEE Transactions on Artificial Intelligence, 2(02),
94-95.
Amani, N., & Maslihatul Bisriyah. (2025). University students’ perceptions of AI-assisted writing tools
in supporting self-regulated writing practices. Indonesian Journal of English Language Teaching
and Applied Linguistics, 10(1), 91–107.
https://eric.ed.gov/?q=students+perceptions+of+AI&id=EJ1467944
AI for Education (2025). Free Resources Center. Retreived from: https://www.aiforeducation.io/
Çayak, S. (2024). Investigating the relationship between teachers’ attitudes toward artificial intelligence
and their artificial intelligence literacy. Journal of Educational Technology and Online Learning,
7(4), 367–383. https://doi.org/10.31681/jetol.1490307
Chan, C. K. Y., & Lee, K. K. W. (2023b). The AI generation gap: Are Gen Z students more interested
in adopting generative AI such as ChatGPT in teaching and learning than their
https://doi.org/10.1186/s40561-023-00269-3
Christ-Brendemühl, S. (2024). Leveraging generative AI in higher education: An analysis of
opportunities and challenges addressed in university guidelines. European Journal of Education.
https://doi.org/10.1111/ejed.12891
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