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<p>How K-12 education will handle generative artificial intelligence (GAI) is dependent upon educators’ preparedness and support structures. This study explores educational professionals’ perceptions regarding GAI and their support needs. 452 educational professionals, representing all years levels and educational roles in K-12, participated in a professional development (PD) intervention focused on GAI in education. Drawing on this cross-sectional design we adopted a mixed-methods approach. Data from polls, surveys, and collegial reflections were analysed using descriptive statistics, thematic analysis and Transformative Learning Theory. One of the key findings revealed a notable gap between positive attitudes toward GAI and an actual confidence in using it: although only 31% had used AI chatbots, 88% were inclined to adopt them. These results signal simultaneous enthusiasm and hesitation, and emphasise the need for comprehensive PD and organisational support that extends beyond technical skills to advocate for responsible, sustainable and ethical GAI use. This study offers insights for policymakers aiming to achieve effective, whole-school GAI integration, highlighting how design and innovation perspectives can guide the process.</p>

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Transformation, support needs and AI, in K-12 education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月27日

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  • Nina Bergdahl,
  • Jeanette Sjöberg

摘要

How K-12 education will handle generative artificial intelligence (GAI) is dependent upon educators’ preparedness and support structures. This study explores educational professionals’ perceptions regarding GAI and their support needs. 452 educational professionals, representing all years levels and educational roles in K-12, participated in a professional development (PD) intervention focused on GAI in education. Drawing on this cross-sectional design we adopted a mixed-methods approach. Data from polls, surveys, and collegial reflections were analysed using descriptive statistics, thematic analysis and Transformative Learning Theory. One of the key findings revealed a notable gap between positive attitudes toward GAI and an actual confidence in using it: although only 31% had used AI chatbots, 88% were inclined to adopt them. These results signal simultaneous enthusiasm and hesitation, and emphasise the need for comprehensive PD and organisational support that extends beyond technical skills to advocate for responsible, sustainable and ethical GAI use. This study offers insights for policymakers aiming to achieve effective, whole-school GAI integration, highlighting how design and innovation perspectives can guide the process.