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IJIET 2024 Vol.14(2): 214-219
doi: 10.18178/ijiet.2024.14.2.2042

Korean in-Service Teachers’ Perceptions of Implementing Artificial Intelligence (AI) Education for Teaching in Schools and Their AI Teacher Training Programs

Yong-Jik Lee1, Robert O. Davis2,*, and Jeeheon Ryu2
1. The Institute of Educational Research, Chonnam National University, Gwangju City, South Korea
2. Department of Education, Chonnam National University, Gwangju City, South Korea
Email: yongjiklee@jnu.ac.kr (Y.-J.L.); rdavis@jnu.ac.kr (R.O.D.); jeeheon@jnu.ac.kr (J.R.)
*Corresponding author

Manuscript received September 19, 2023; revised October 14, 2023; accepted October 24, 2023; published February 4, 2024

Abstract—Previous studies have mostly focused on Artificial Intelligence (AI) education from students’ perspectives. However, it is necessary to understand teachers’ perceptions of AI convergence education because they are essential personnel for K-12 education. To fill the gap in the literature, this study aims to understand in-service teachers’ perceptions regarding AI education for teaching in schools and their AI teacher training programs. Data collection included an online survey (n = 20) and a focus group interview (n = 4). The survey investigated teachers’ perceptions of AI education for teaching within the educational setting, while the focus-group interview explored teachers’ perceptions of AI teacher training programs. Survey results showed that teachers hold favorable attitudes toward AI education for teaching and future use. The interview findings reveal the advantages and disadvantages of AI teacher training programs. Although most participating teachers expressed satisfaction, there was a notable call for a more practice-oriented curriculum. Specifically, the respondents found that many theory-centric courses failed to offer applicable skills or knowledge for real-world classroom settings. The results from this study have novelty and uniqueness in that understanding teachers’ perspectives of AI convergence education for K-12 is essential for teacher education programs. Thus, this study can provide valuable insights and suggestions to structure teacher professional development more effectively in AI convergence education, particularly within diverse higher educational contexts.

Keywords—artificial intelligence, AI convergence education, in-service teachers, teacher training, professional development, Korean higher education


Cite: Yong-Jik Lee, Robert O. Davis, and Jeeheon Ryu, "Korean in-Service Teachers’ Perceptions of Implementing Artificial Intelligence (AI) Education for Teaching in Schools and Their AI Teacher Training Programs," International Journal of Information and Education Technology vol. 14, no. 2, pp. 214-219, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Dr. Steve Thatcher
  • Managing Editor: Ms. Nancy Y. Liu
  • Abstracting/ Indexing: Scopus (CiteScore 2022: 2.0), INSPEC (IET), UGC-CARE List (India), CNKI, EBSCO, Google Scholar
  • E-mail: ijiet@ejournal.net


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