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<p>Generative Artificial Intelligence (GAI) is poised to revolutionize K-12 education, yet existing research predominantly relies on cross-sectional surveys of teachers with limited GAI experience, yielding superficial evaluations. This three-month longitudinal qualitative study tracks three Chinese middle school teachers’ GAI integration, examining how their practices evolve and how their attitudes are shaped by sustained use. Key findings show experienced teachers limit GAI to administrative tasks due to misalignment concerns, while novices leverage it for classroom innovation despite accuracy challenges. Despite GAI’s ease of use, teachers reported challenges in mastering it. All participants emphasized GAI’s non-essential status in core pedagogy, with minimal peer influence observed. While GAI demonstrates clear non-instructional utility (activity design, resource generation), its classroom integration remains constrained by contextual knowledge gaps and institutional unpreparedness. Concerns about GAI’s inaccuracies and lack of contextual knowledge were also prevalent. In conclusion, while GAI has clear advantages, it is not yet sufficiently refined to fully support middle school teaching. The study offers implications for educational leaders and technology developers, suggesting areas for improvement and potential future directions.</p>

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Generative artificial intelligence in middle school classroom: a longitudinal exploration of teacher attitudes, evolving practices, and challenges

  • 期刊论文

  • 发表日期：

    2025年6月19日

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  • Ran Bao,
  • Jianyong Chen,
  • Wenhua Ma

摘要

Generative Artificial Intelligence (GAI) is poised to revolutionize K-12 education, yet existing research predominantly relies on cross-sectional surveys of teachers with limited GAI experience, yielding superficial evaluations. This three-month longitudinal qualitative study tracks three Chinese middle school teachers’ GAI integration, examining how their practices evolve and how their attitudes are shaped by sustained use. Key findings show experienced teachers limit GAI to administrative tasks due to misalignment concerns, while novices leverage it for classroom innovation despite accuracy challenges. Despite GAI’s ease of use, teachers reported challenges in mastering it. All participants emphasized GAI’s non-essential status in core pedagogy, with minimal peer influence observed. While GAI demonstrates clear non-instructional utility (activity design, resource generation), its classroom integration remains constrained by contextual knowledge gaps and institutional unpreparedness. Concerns about GAI’s inaccuracies and lack of contextual knowledge were also prevalent. In conclusion, while GAI has clear advantages, it is not yet sufficiently refined to fully support middle school teaching. The study offers implications for educational leaders and technology developers, suggesting areas for improvement and potential future directions.