K-12 STEM Teachers’ Experiences with Artificial Intelligence
K-12 STEM Teachers’ Experiences with Artificial Intelligence

Summary/Abstract: This research examines K-12 STEM educators' viewpoints on incorporating ChatGPT within their teaching practices. The study is grounded in two theoretical models: the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technological Pedagogical Content Knowledge (TPACK) framework. Through semi-structured interviews with nine K-12 STEM teachers in the UAE, the research identifies three main themes: ecosystem support, ease of use, and job enhancement through ChatGPT. Teachers generally appreciate ChatGPT's potential to offer personalised learning experiences, enhance their instructional practices, and reduce logistical burdens. However, the study also uncovers several barriers, including misconceptions about ChatGPT's capabilities and a significant need for professional development in AI education. Educators also raised issues regarding data privacy, the accuracy of responses, and the possibility of reducing students' ability to think critically. The research highlights the importance of developing comprehensive training initiatives to prepare educators to successfully incorporate ChatGPT into their instructional methodologies. The recommendations suggest designing extensive professional development initiatives and conducting additional research to assess the long-term effects of ChatGPT on both teaching and learning processes. By tackling these challenges, the study seeks to support the responsible and efficient implementation of AI tools in K-12 education

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