Teachers' Perceptions and Readiness for AI Integration in Under-Resourced K-12 Classrooms

Authors

Valerie Riggs, Morgan State UniversityFollow

Abstract

This study explores how educators from under-resourced schools, who participated in an AI Summer Research Institute hosted by a Historically Black College and University (HBCU), perceive the role of artificial intelligence (AI) in their classrooms. Using both quantitative data from post-survey responses and qualitative reflections from virtual interviews, the study examines how teachers anticipate AI will influence their teaching strategies and student engagement, and what long-term benefits or concerns they associate with AI integration. The findings indicate that while teachers are optimistic about AI's potential to enhance engagement and personalization learning, they also express uncertainty regarding its long-term impact and ethical concerns. Teachers emphasized the need for continued professional development and school district support to facilitate successful AI adoption. This study offers valuable insights into the perceptions and concerns of educators, particularly those in under-resourced schools, and provides recommendations for more effective integration of AI in K-12 education.

Recommended Citation

Riggs, Valerie (2025) "Teachers' Perceptions and Readiness for AI Integration in Under-Resourced K-12 Classrooms," Journal of Research Initiatives: Vol. 9: Iss. 1, Article 1.
Available at: https://digitalcommons.uncfsu.edu/jri/vol9/iss1/1