Use of Artificial Intelligence in Terms of Curriculum Development Elements: Views of Primary and Lower Secondary School Teachers
DOI:
https://doi.org/10.5281/zenodo.21984148Keywords:
Curriculum Development, artificial intelligence, Teacher Views, Primary EducationAbstract
The aim of this study is to examine the views of teachers working at primary and lower secondary school levels regarding the use of artificial intelligence in terms of curriculum development elements. The research was conducted using a basic qualitative research design aimed at describing the meanings that participants attributed to a phenomenon. In the study, a total of 26 teachers—12 from primary schools and 14 from secondary schools—working in state schools in the Efeler district of Aydın province during the 2024–2025 education year- autumn term- volunteered to participate. An open-ended questionnaire form was developed with expert review to collect data. The data were analysed through descriptive analysis. The resulting categories were presented with their frequency values and the findings were illustrated with direct quotations from the participants’ statements. The vast majority of teachers participating in the study actively use artificial intelligence technologies and have a positive attitude towards their use in teaching and learning processes. Of the 26 participating teachers, 16 reported using artificial intelligence technologies actively in daily life and 17 expressed a positive attitude towards their use in teaching and learning processes. It was determined that teachers utilize artificial intelligence most frequently for creating lesson content, preparing visual/audio materials, and providing immediate feedback to students. It was concluded that these tools are utilized to develop differentiated approaches tailored to students’ individual levels within the processes of goal-setting and assessment. Shortcomings in school infrastructure, concerns regarding data privacy, and difficulties accessing paid applications are the obstacles preventing the full implementation of artificial intelligence in education. Furthermore, statements by some participants describing teachers as insufficient in using artificial intelligence point to a need for professional development in this field.
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