Teachers’ Perceptions of Learning From, About, and With Artificial Intelligence in Education (AIED): Implications for Ethical Practice and the Challenges of AI Use in Basic Education
DOI:
https://doi.org/10.56294/ai2025433Keywords:
Artificial Intelligence in Education, Learning from AI, Learning about AI, Learning with AIAbstract
Teachers’ perceptions play a key role in shaping how emerging technologies are accepted and applied in education. With artificial intelligence (AI) becoming more prominent in schools, it is important to explore how teachers view its role as a source of knowledge, a subject to be taught, and a tool for instruction. The purpose of this study was to examine teachers’ perceptions across three domains—learning from AI, learning about AI, and learning with AI—and to analyze how these areas are interrelated. A descriptive-quantitative-correlational design was employed, involving 204 public elementary teachers selected through proportionate random sampling from 22 schools in Manicahan District, Division of Zamboanga City. Results revealed that teachers expressed high perceptions of learning from AI (M = 4,36, SD = 0,58) and learning about AI (M = 4.22, SD = 0.62), while learning with AI received a very high rating (M = 4,48, SD = 0,55). The overall mean score of 4,35 (SD = 0,58) indicated generally favorable views toward AI in education. Correlation analysis further showed significant positive relationships among the three domains, with the strongest link between learning about AI and learning with AI (r = 0,546, p < 0,001). These findings suggest that as teachers deepen their knowledge of AI, they are more inclined to apply it in classroom practice, highlighting the importance of professional development that integrates both conceptual understanding and practical application of AI in teaching.
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