Abstract Book of the 9th International Conference on Research in Education
Year: 2025
DOI:
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Teachers’ Lens on Artificial Intelligence Training: Insights, Challenges, and the Path Forward
W.K.W. Chan, H.L. Wong, P.L.C. Lam
ABSTRACT:
As artificial intelligence (AI) increasingly permeates education, understanding teachers’ perspectives on AI training becomes critical for effective integration. This qualitative study, conducted at a public university in Hong Kong, explores the insights, challenges, and recommendations of 305 academic staff who participated in AI-focused seminars and workshops. Teachers viewed AI training as essential for enhancing teaching and learning, particularly in streamlining administrative tasks, improving assessment practices, and fostering innovative pedagogy. However, their experiences revealed significant challenges, including time constraints, technical difficulties, and the perceived lack of depth in training content. Disciplinary differences also emerged: STEM educators prioritised AI’s technical applications, such as research tools and data analysis, while non-STEM educators emphasised its role in curriculum design, creative fields, and ethical considerations. Ethical concerns, including bias, copyright, and data privacy, were universally highlighted as critical areas for training. Teachers strongly preferred hands-on, discipline-specific training, focusing on live demonstrations, case studies, and collaborative activities. These findings underscore the need for tailored, comprehensive AI training programmes that address the unique needs of different disciplines while promoting ethical and responsible AI use. The study concludes with actionable recommendations for institutions and policymakers to design effective AI training initiatives, ensuring educators can navigate the evolving educational landscape and harness AI’s potential to enhance teaching and learning.
keywords: AI Training, Teacher Perspectives, Disciplinary Differences, Ethical Concerns