Assessing teachers’ readiness and perceived usefulness of AI in education: an Estonian perspective
Mikk Granström, Piret Oppi
Abstract
This study explores teachers’ readiness and perceptions regarding the integration of artificial intelligence (AI) tools in education. The study was conducted among 3,848 Estonian teachers. Given AI’s transformative potential in enhancing teaching effectiveness, automating administrative tasks, and supporting personalized learning, it is critical to assess whether teachers are equipped to effectively utilize these technologies. Utilizing a comprehensive framework informed by human-centered approaches, this research investigates teachers’ familiarity, attitudes, perceived usefulness, and readiness to implement AI-driven tools in educational settings. A survey conducted among teachers reveals a balanced perspective characterized by interest, openness, and awareness of both opportunities and potential risks associated with AI. Findings indicate significant predictive relationships between perceived usefulness and readiness, as well as attitudes toward AI tools and actual adoption intentions. Teachers’ confidence and perceived relevance of AI in educational contexts emerge as key factors facilitating their willingness to engage with AI technology. Conversely, factors such as AI anxiety and limited training opportunities are identified as barriers to effective implementation. The study underscores the need for targeted professional development programs, ethical guidelines, and policy support to enhance teachers’ readiness and facilitate the responsible integration of AI into educational practices.