The Influence of Artificial Intelligence Adoption on Educator Perceptions

Abstract

This study sought to identify how educators perceive the influence of artificial intelligence adoption. More specifically, it focused on generative AI technologies and their impact on teaching practices viewed from the theoretical frameworks of andragogy and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. Employing a phenomenological framework, the research explores the lived experiences of educators at a Wisconsin Technical College who navigate emerging assessment strategies, ethical challenges, and shifts in student engagement because of recent AI innovations. Educators were invited to participate in an interview to express their lived experiences regarding artificial intelligence in education. Ten educators took part, and their responses were thematically analyzed. Four emergent themes were discovered: utility, change, ethics, challenges. The research revealed a nuanced balance between opportunities of GenAI, such as increased efficiency and personalized learning, with concerns regarding privacy, overreliance on technology, ethical considerations, and the potential of reduced critical thinking skills. The findings highlight the importance of targeted professional development and clear implementation of guidelines to support the responsible adoption of AI in education. By focusing on the educator perspectives, the study contributes to understanding AI’s role in changing instructional practices. Also, it offers recommendations that can inform policy and best practices for integrating GenAI in educational environments