Preparing Secondary Schools in Ziarat District for the Future: Teachers’ Readiness, Attitude and Concerns regarding Artificial Intelligence in Education

Abstract

The popularity of artificial intelligence (AI) is increasing in the sphere of education, but its successful integration also depends on teacher competence and institution support and technology availability. The current study investigated teachers' attitudes, readiness, concerns, and barriers regarding the use of AI in government secondary schools in Ziarat District, Balochistan, Pakistan. Descriptive research design was used, and the sample included 120 teachers of both sexes. Data collection was conducted via 5-point Likert-scale questionnaire. The results of the study reveal the positive attitudes towards integration of AI, 74% agree that AI increases the efficiency of teaching process, 68% agree that it increases student engagement, 70% agree that it helps implementing personalized learning, and 71% agree that it facilitates assessment and grading (M = 3.92). In terms of readiness, 66% of respondents stated that they would use AI tools, 78% of teachers were willing to undergo AI training, 52% had the basic skills, and 49% agree that there is enough technological facilities (M = 3.74). Some of the concerns about AI were that it will replace teachers (49%) and decreases human interaction (53%) (M = 3.12). The barriers to AI included lack of training in AI (82%), poor Internet connectivity (76%), lack of technological facilities (71%), lack of technical support (68%), and ethical and privacy issues (57%) (M = 4.02). The study has applied TAM and UTAUT not as causal models but as interpretive frameworks.