Artificial Intelligence in Education: Perceptions of Teachers in Initial Training

Abstract

This paper explores the intersection between artificial intelligence (AI) and initial teacher education, focusing on perceptions and self-assessment of competencies in AI technology usage. Despite the increasing integration of AI in education, studies examining the self-assessment of specific technological competencies and perceptions of prospective teachers in this regard are still developing. To this end, a preliminary exploratory study was conducted through a questionnaire administered to 156 first-year students enrolled in the Primary Education Sciences degree program at the University of Palermo. The results indicate that teachers with greater competencies in AI usage express more positive perceptions regarding its instructional efficacy, while those with lesser competencies highlight concerns related to student stress and additional time required for planning. These differences underscore the importance of adequate training to effectively and conscientiously integrate AI into education.