AI Integration in Education: Global Educators’ Perspectives on Adoption, Challenges, and Ethical Imperatives
DOI:
https://doi.org/10.22159/ijoe.2026v14i2.58721Keywords:
artificial intelligence, education, educators’ perspectives, ethical implementation, personalized learning, AI literacy, global studyAbstract
This study investigates global educators’ perspectives on the adoption, challenges, and ethical dimensions of artificial intelligence (AI) in education. Employing a global cross-sectional survey design, data were collected through an online questionnaire distributed to educators worldwide. The sample was derived from verified email contacts extracted from open-access educational journals, yielding 350 valid responses across diverse regions and institutional settings.
Findings reveal a high level of AI adoption (74.5%), particularly in Asia (78.9%) and Europe (64.4%), where educators recognized AI’s potential to enhance teaching efficiency, student engagement, and personalized learning. However, insufficient training (30.9%), technical difficulties (22.3%), and resistance to change (16%) emerged as key barriers to integration. Respondents strongly emphasized the ethical imperatives of transparency and data protection—84.9% rated transparent data use as important or very important. The study also found that low AI literacy (only 6.3% identified as experts) and limited institutional support significantly hinder effective implementation.
Results support the hypotheses that AI-driven personalized learning improves motivation and engagement while highlighting that ethical governance and educator training are essential for sustainable adoption. The research concludes that successful integration of AI in education requires collaborative efforts among educators, technologists, and policymakers to establish ethical frameworks, enhance AI literacy, and ensure equitable access to technological resources.
Downloads
References
Alam, M., & Hasan, M. (2024). Applications and future prospects of artificial intelligence in education. International Journal of Humanities & Social Science Studies, 10(1), 197-206.
Altememy, H. A., Mohammed, B. A., Hsony, M. K., Hassan, A. Y., Mazhair, R., Dawood, I. I., ... & Sharif, H. R. (2023). The influence of the artificial intelligence capabilities of higher education institutions in Iraq on students’ academic performance: The role of AI-based technology application as a mediator. Eurasian Journal of Educational Research, 104(104), 267-282. https://doi.org/10.31958/jaf.v11i2.12120
Benfarha, M., Kemouss, H., Sefian, M. L., & Khaldi, M. (2025). Innovative Pedagogical Approaches in Artificial Intelligence Education. In M. Khaldi (Ed.), Supporting Personalized Learning and Students’ Skill Development With AI (pp. 97-122). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8965-2.ch006
Costa, M. F. B., Tinoco, G. O., Corrêa, N. dos S. F., Botelho, P. C., & Fontainha, T. C. (2025). Challenges and opportunities of artificial intelligence in higher education: Perceptions of faculty in the university environment. Avaliação: Revista Da Avaliação Da Educação Superior (Campinas), 30. https://doi.org/10.1590/1982-57652025v30id2864353
David, R. M. T., & Maroma, A. P. (2025). Exploring the integration of ChatGPT in pre-service teacher education: Benefits, challenges and pedagogical implications. International Journal of Multidisciplinary: Applied Business and Education Research, 6(3), 1333-1342. https://doi.org/10.11594/ijmaber.06.03.24
Hoang, N. H. (2025). E-leadership in the AI era: Exploring Vietnamese EFL teachers’ digital leadership development in AI integration. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13451-6
Huang, A. Y., Lu, O. H., & Yang, S. J. (2023). Effects of artificial intelligence–enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom. Computers and Education, 194, 104684. https://doi.org/10.1016/j.compedu.2022.104684
Iqbal, M., Khan, N. U., & Imran, M. (2024). The role of artificial intelligence (AI) in transforming educational practices: Opportunities, challenges, and implications. Qlantic Journal of Social Sciences, 5(2), 348-359. https://doi.org/10.55737/qjss.349319430
Malone, B. (2025). Ethical Considerations in Instructional Design Enhanced by Artificial Intelligence: A Phenomenological Inquiry [Doctoral dissertations and projects, School of Education, Liberty University, Lynchburg, Virginia]. 6427. https://digitalcommons.liberty.edu/doctoral/6427
Manukyan, Zh. S. (2023). Opportunities for using artificial intelligence in the higher education system (in the field of international relations). Journal of Digital Economy Research, 1(4), 85-101. https://doi.org/10.24833/14511791-2023-4-85-101
Marić, B., & Petković, V. (2024). Vision of education for future teachers in the era of artificial intelligence-challenges of a new reality. Science International Journal, 3(2), 133-137. https://doi.org/10.35120/sciencej0302133m
Matto, G., & Ponera, J. M. (2025). Artificial intelligence in higher education institutions in Tanzania: Analysis of policy perspectives. Interdisciplinary Journal of Education Research, 7(1), a13. https://doi.org/10.38140/ijer-2025.vol7.1.13
Nasser, M. (2024). Personalized Learning through AI: Enhancing Student Engagement and Teacher Effectiveness. International Journal of Teaching, Learning and Education, 3(6), 23–26. https://doi.org/10.22161/ijtle.3.6.4
Pandey, A. (2025). Ethical and practical challenges in AI integration for education: Stakeholder perspectives on trust, transparency, and accountability. Innovare Journal of Education, 13(2), 13–20. https://doi.org/10.22159/ijoe.2025v13i2.53957
Ryzheva, N., Nefodov, D., Romanyuk, S., Marynchenko, H., & Kudla, M. (2024). Artificial intelligence in higher education: Opportunities and challenges. Amazonia Investiga, 13(73), 284-296. https://doi.org/10.34069/AI/2024.73.01.24
Soler-Domínguez, A., Arnau-Paradís, A., Matallín-Sáez, J. C., Arnau-Notari, R., & Silvestre-Capilla, F. (2025, March). Artificial intelligence for higher education: Improvement or revolution? In Proceedings Education and Development Conference, Valencia, Spain, 3-5 (pp. 7108–7112). https://doi.org/10.21125/inted.2025.1842
Țală, M. L., Müller, C. N., Albăstroiu Năstase, I., State, O., & Gheorghe, G. (2024). Exploring university students’ perceptions of generative artificial intelligence in education. Amfiteatru Economic, 26(65), 71-88. https://doi.org/10.24818/EA/2024/65/71
Uygun, D. (2024). Teachers’ perspectives on artificial intelligence in education. Advances in Mobile Learning Educational Research, 4(1), 931-939. https://doi.org/10.25082/AMLER.2024.01.005
Unal, A., & Hobe, J. (2025). Empowering future educators: Exploring preservice teachers’ readiness for AI integration in elementary education. In R. Jake Cohen (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference, Orlando, FL, USA (pp. 917-953). Retrieved April 26, 2025, from https://www.learntechlib.org/primary/p/225618/
Vaghrodia, S., & Raval, J. R. (2024). A study of teachers’ perceptions of AI (Artificial Intelligence) in the Indian context. Technology and Society, 13(3), 187-198.
Widodo, B. Y., Korwa, U. R., & Nuraini, R. (2023). Artificial intelligence based decision support system for education management in higher education. Al-Fikrah: Jurnal Manajemen Pendidikan, 11(2), 352-365.
Xue, Y., & Wang, Y. (2022). Artificial intelligence for education and teaching. Wireless Communications and Mobile Computing, 2023(1), 1-10. https://doi.org/10.1155/2022/4750018
Zormanová, L. (2024). Attitudes of Czech Teachers Towards the Use of Artificial Intelligence in Schools. Horizons of Educations, 23(65), 31‑41. https://doi.org/10.35765/hw.2024.2365.05
Published
How to Cite
Issue
Section
Copyright (c) 2026 Anamika Pandey, Ashkrit Pandey
This work is licensed under a Creative Commons Attribution 4.0 International License.