The Future of Artificial Intelligence in Classrooms: Perspectives of Upper-Secondary School Teachers in Slovenia

Simona Bezjak

Summary:  This article examines the use of artificial intelligence (AI) in upper secondary education in Slovenia. It explores how teachers use AI in the classroom, their intentions for its future use, and their perceptions of the impact of AI on the educational process. Based on a convergent combination of quantitative and qualitative data analysis, the findings indicate that the participating upper secondary school teachers in Slovenia use AI occasionally, primarily for preparing teaching materials and supplementing lessons, relying mainly on simple AI tools. Although teachers generally have a positive attitude towards AI and recognise its usefulness, they emphasise the need for its thoughtful and purposeful use in teaching, which should have a clear pedagogical value and be based on ethical standards. Concerns that AI will devalue the teaching profession or replace teachers are minimal. However, there are notable concerns that AI could dehumanise the educational process, impoverish relationships between teachers and students, and additionally increase the workload of teachers with learning on AI. Despite these concerns, most teachers intend to use AI more extensively in their teaching over the next five years.