Awareness of Artificial Intelligence among School Teachers for Effective Classroom Learning

Abstract

Aims: The study aimed to assess the level of awareness of Artificial Intelligence (AI) among school teachers and to examine its impact on effective classroom learning. Study Design: Descriptive survey method. Place and Duration of Study: Selected Government and Private Schools in Tamil Nadu, India, between June 2025 and September 2025. Methodology: A total of 120 school teachers were selected using simple random sampling. Data were collected using a self-developed Artificial Intelligence Awareness Scale consisting of 30 items, covering knowledge of AI, application in classroom teaching, attitude toward AI, and challenges in implementation. The reliability coefficient of the tool was 0.84. Descriptive statistics (mean) and inferential statistics (independent sample t-test) were applied to analyze the data. Results: The findings revealed that teachers exhibited a moderate level of AI awareness, with an overall mean score of 62.45. Teachers who received AI-related training demonstrated significantly higher awareness scores (Mean = 68.23) than those without training (Mean = 59.12; P = .01). Male teachers showed higher awareness compared to female teachers (Mean = 63.45 vs. 61.32; P = .03). Additionally, teachers with prior experience in using digital tools had greater AI awareness (Mean = 66.78) compared to those without such exposure (Mean = 59.12; P = .005). Conclusion: The study concludes that school teachers possess moderate AI awareness. Professional development programs, hands-on training, and policy support are necessary to enhance AI competency. Improving teachers’ awareness and skills in AI integration can foster personalised instruction, promote innovative teaching practices, and improve overall classroom learning outcomes.