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Generative artificial intelligence in teaching and learning: Concerns, practices, and supporting students use

Author

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  • Louis S. Nadelson
  • Brandy Walthall
  • Evan W. Faidley
  • Janet Filer

Abstract

As generative artificial intelligence (GAI) expands in complexity, offers diverse applications (i.e., text, graphics, sounds, music), and grows easier to access, it will inevitably impact K-12 teaching and learning. To document the phenomenon, we conducted a cross-sectional exploratory research project to document how teachers used GAI, how they supported their students’ GAI use, their concerns and ethical considerations, and differences in these variables based on personal and professional demographics. We surveyed 131 K-12 teachers and found they tended to use GAI for a wide range of applications, were supporting their students’ GAI use, including providing them with guidelines, had little or no GAI-related professional development, and differed in their GAI engagement by several personal and professional demographics including school location and grade level taught. We concluded the participants found value added in the use of GAI and perceived benefits for their students, as well as some ethical concerns.

Suggested Citation

  • Louis S. Nadelson & Brandy Walthall & Evan W. Faidley & Janet Filer, 2025. "Generative artificial intelligence in teaching and learning: Concerns, practices, and supporting students use," The Journal of Educational Research, Taylor & Francis Journals, vol. 118(6), pages 535-546, November.
    • Handle: RePEc:taf:vjerxx:v:118:y:2025:i:6:p:535-546
    DOI: 10.1080/00220671.2025.2511229
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