Teacher Perspectives on Strengthening AI and Machine Learning in Ireland's Leaving Certificate Computer Science Curriculum

Abstract

This study examines how artificial intelligence (AI) and machine learning (ML) can be more effectively integrated into Ireland's Leaving Certificate Computer Science (LCCS) curriculum, where these topics are currently underrepresented. Using a pragmatist, convergent mixed-methods design, it draws on surveys from 41 teachers, interviews with eight teachers, and analysis of international literature. The Technology Acceptance Model (TAM) was used as a theoretical lens and extended into the TAM-AI-Edu framework to capture perspectives on curriculum gaps and future trends. Findings show both enthusiasm for AI/ML integration and concerns around resources, training, and assessment. The study offers teacher-informed recommendations for curriculum reform and introduces TAM-AI-Edu, a model that better reflects the complexities of AI/ML adoption in post-primary education.