Artificial intelligence (AI) is rapidly transforming educational environments, offering new possibilities for personalised learning, feedback generation, and administrative efficiency. Research highlights the potential of AI to support teachers’ workload, enhance learning analytics, and facilitate adaptive learning experiences (Kumari et al., 2025). At the same time, concerns remain regarding teacher preparedness, ethical use, data privacy, and the broader implications of AI for educational quality (Prilop et al., 2024). As schools increasingly experiment with AI tools, understanding how educators adopt and perceive AI is essential to inform implementation strategies and professional development initiatives.

Method

This study explores the adoption, perceived impact, and trust in AI among educators across Ireland. Data come from a quantitative online survey conducted between March and April 2025 with 201 primary and secondary educators in the Republic of Ireland (ROI, 60%) and Northern Ireland (NI, 40%). In the sample, 59% worked in primary schools and 41% in secondary schools. The survey examined AI usage frequency, perceptions of its impact on learning, and trust in AI technologies.

The study addressed 3 research questions:

RQ1: What are the current adoption trends in generative AI use among educators?

RQ2: How do educators perceive the impact of AI in education?

RQ3: What is the level of trust in AI technologies, and what are the primary concerns?

Results

RQ1.Current adoption trends in generative AI use

Educators were asked whether their use of different teaching technologies had increased over the previous 12 months. Generative AI showed the largest increase, with 74% reporting increased use. ChatGPT (52%) and Gemini / Google Classroom (44%) were the most widely used tools, indicating growing integration of conversational AI and AI-supported learning platforms into teaching practices.

Among teachers using AI with students, most did so regularly, typically once per week (66%). Primary teachers (74%) were more likely than secondary teachers (54%) to use AI regularly, suggesting adoption patterns differ across educational contexts.

RQ2.Educators’ perceptions of AI impact

Educators’ perceptions reveal a “positivity paradox.” While 72% agreed that AI use in classrooms should increase to support learning and 64% believed it will positively transform education, 57% also expressed concern that AI could decrease educational quality. These findings indicate that teachers recognise AI’s potential to support personalised feedback and learning, yet remain cautious about its broader pedagogical implications and long-term effects.

RQ3. Trust in AI and concerns

Most educators reported trusting AI “to some extent” (60%), with 25% fully trusting it and 11% not trusting it. Regarding reasons for lack of trust, data privacy was the most frequently cited issue (45%), particularly in primary schools (55% vs. 35% in secondary schools). Ethical considerations were also a concern (38%), including responsible use, student autonomy, and the development of critical thinking skills, and were more often reported in secondary education (43% vs. 34% in primary).

Conclusion

Generative AI is rapidly gaining traction in schools, with many educators integrating AI tools into their teaching. However, teachers’ perceptions reflect a balance between optimism and caution, highlighting benefits for personalised learning and efficiency alongside concerns about privacy, ethics, and educational quality. These results underscore the need for targeted professional development and institutional guidance to support the responsible and effective adoption of AI technologies in educational settings.

References

Kumari, D. A., Begum, D. S., Paunikar, M. S., Kaur, A. & Verma, D. S. (2025). The Role of Artificial Intelligence in Teacher Training: Enhancing Pedagogical Effectiveness. Journal of Marketing & Social Research, 2(5), 116-122.

Prilop, C. N., Mah, D.-K., Jacobsen, L. J., Hansen, R. R., Weber, K. E., & Hoya, F. (2024, December 19). Generative AI in teacher education: Using AI-enhanced methods to explore teacher educators’ perceptions. https://doi.org/10.31219/osf.io/szcwb