Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing

TLDR

Efforts to integrate AI into education have been ongoing, yet successful adoption depends on teachers’ attitudes, and few studies have examined teachers’ perceptions of AI tools in the classroom. This study examined teachers’ perceptions of an AI‑enhanced scaffolding system designed to support students’ scientific writing in STEM education. The authors evaluated the system by collecting teachers’ feedback on its use as a scaffolding aid for scientific writing tasks. Teachers reported that the AI system provided superior scaffolding, but also expressed concerns about altered teacher roles and AI decision transparency, providing a basis for future guidelines on AI integration in STEM classrooms.

Abstract

Efforts have constantly been made to incorporate AI into teaching and learning; however, the successful implementation of new instructional technologies is closely related to the attitudes of the teachers who lead the lesson. Teachers’ perceptions of AI utilization have only been investigated by only few scholars due an overall lack of experience of teachers regarding how AI can be utilized in the classroom as well as no specific idea of what AI-adopted tools would be like. This study investigated how teachers perceived an AI-enhanced scaffolding system developed to support students’ scientific writing for STEM education. Results revealed that most STEM teachers positively experienced AI as a source for superior scaffolding. On the other hand, they also raised the possibility of several issues caused by using AI such as the change in the role played by the teachers in the classroom and the transparency of the decisions made by the AI system. These results can be used as a foundation for which to create guidelines for the future integration of AI with STEM education in schools, since it reports teachers’ experiences utilizing the system and various considerations regarding its implementation.