Unpacking Developers, Curriculum Leaders, and K-12 Teachers' Perceptions of Artificial Intelligence in Education
Creators: name: Cavalieri Gonçalves Peloche, Juliana
Publisher: name: University of Wollongong
Year: 2025
Subjects: classificationCode: 390405
subject: Educational technology and computing

description: Artificial intelligence (AI) technologies are rapidly permeating various sectors, and the educational domain is striving to integrate these innovations. However, a discord exists between the stakeholders involved—developers, curriculum leaders, and K-12 educators. Teachers face pressures to cover curricular content within constrained schedules, leaving limited time to comprehend and effectively utilise the AI tools promoted by curriculum leaders and developed by companies. This disconnect raises concerns about the suitability and successful integration of AI in educational contexts.The divergent practices of each stakeholder group have contributed to slow adoption rates, lack of understanding, and tensions in the field. This study aimed to explore these tensions by eliciting stakeholder perspectives to uncover convergences, divergences, and the varying levels at which their thoughts, beliefs, and values operate within the AI in education discourse.Employing a modified Delphi approach, this research engaged all three stakeholder groups in a two-round, open-ended interview process. Participants shared their perceptions on AI in education, allowing each group to establish a consensus. The individual group perceptions were then compared to identify areas of convergence, divergence, and the differing macro, meso, and micro levels at which their thoughts and agendas operate.The findings revealed nuanced viewpoints and priorities across developers, curriculum leaders, and educators, shaped by their distinct value systems and roles. While teachers emphasised pragmatic classroom-level (micro) considerations, curriculum leaders and developers exhibited more nuanced perspectives on AI's potential contributions, often operating at macro and meso levels, focusing on commercialisation, regulations, and social factors. Comprehending these divergent perceptions is crucial for understanding AI's current state in education and informing strategies to address challenges associated with the design, integration, and adoption of AI technologies.Despite convergence on certain topics, such as AI's potential roles, literacy needs, ethical concerns, and addressing disparities, the persistent divergence across macro, meso, and micro levels underscores the critical need for alignment and collaboration among stakeholders to effectively integrate AI in education. To rectify this misalignment and ensure responsible tool development and adoption, a shift towards participatory processes is imperative. Developers must actively engage with educators to gain comprehensive understanding of classroom nuances. Curriculum leaders and developers should prioritise supporting educators in acquiring AI literacy, moving beyond merely imposing technologies. AI-literate educators can then make informed decisions, selectively adopting tools that enhance teaching and learning while rejecting those that fall short.Ultimately, understanding perceptions and conceptualisations across stakeholder groups is important for harnessing AI's potential in education in ways that are safe and equitable, connected to the everyday realities of classrooms in order to leverage the transformative possibilities of AI in educational settings.