Teachers’ Attitudes towards AI in Teaching and Learning

Abstract

This study examines teachers’ perceptions of artificial intelligence (AI) in education, focusing on perceived benefits and concerns. The sample comprised 550 teachers from five technical universities in the Czech Republic, and the study employed a quantitative approach. The findings indicate cautious optimism toward AI, with teachers assigning moderate to high importance to its educational role. AI is primarily associated with information access, continuous availability, and instructional support, while more advanced applications such as assessment and creative assistance are viewed as less central. Although many teachers report at least occasional use of AI—most commonly ChatGPT; however—adoption remains moderate and focused on improving instructional efficiency. At the same time, respondents express concerns about misuse, cognitive impact, and ethical governance. Teachers perceive a notable gap between their own ethical awareness and students’ limited consideration of ethical issues when using AI, highlighting the need for clear policies, professional development, and ethical guidance to support responsible AI integration in higher education.