Opportunities for learning amidst concerns of misuse: Secondary teachers' uses and perceptions of artificial intelligence

Abstract

Artificial intelligence (AI) has a growing influence on planning, teaching and assessment practices in education. In New Zealand, the Ministry of Education (2024) has acknowledged AI's expanding role in schools; nevertheless, limited data exist on teachers' practices and perspectives regarding its implementation. To address this gap in the literature, the present study employed an online survey and thematic analysis to investigate how secondary school teachers in NZ (N = 99) used AI tools and to examine their perceptions of these tools in educational contexts. Quantitative analysis of the survey results revealed that teachers employed AI for various practical purposes, including planning (66.7%), teaching (37.4%) and assessment (34.3%). Most respondents agreed, however, that there were limited policies (63.6%) and a lack of knowledge (59.6%) relating to AI use in schools. Qualitative data from the survey suggested that teachers acknowledged the opportunities associated with AI use and recognised its potential for fostering student engagement; nevertheless, they raised a number of significant concerns, including students' misuse of AI tools, the potential erosion of students' critical thinking skills, the lack of professional development and clear guidelines for teachers and challenges associated with assessment practices. The findings underscore the need for targeted teacher training, informed policy development and ongoing consultation with both educators and students to ensure that AI integration supports, rather than hinders, learning. Future research should examine how AI is used across different subject areas and explore effective strategies to foster teachers' adoption of pedagogically sound AI practices.