Abstract:

The rapid adoption of tools powered by generative artificial intelligence (GAI) in education necessitates research to understand usage behaviors and perceptions among key stakeholders. Despite growing interests in integrating GAI into classrooms, there remains a limited understanding of how key stakeholders, particularly teachers and teens, perceive and use these tools in practice. This study addresses this gap by examining real-world experiences with GAI to inform the design, policy, and pedagogical integration of AI-enabled education technologies.

This work is part of a larger multi-stage study investigating perceptions and uses of GAI across stakeholders in the United States. In the first phase, we surveyed 174 adults and 166 teens about their attitudes, experiences, and concerns related to GAI. Building on these findings, the present paper focuses on the second phase, which involves in-depth qualitative exploration through focus groups with a subset of participants.

We conducted 14 focus groups with 48 participants, including 31 K-12 teachers and 17 teens aged 13-17. Sessions explored participants’ definitions of GAI, current usage practices, perceived benefits and risks, and expectations for future integration. We analyzed transcripts to identify themes related to usage behaviors, ethical considerations, and structural barriers to adoption. Findings reveal that both teachers and teens share aligned moral frameworks regarding appropriate GAI use, emphasizing values such as critical thinking, authorship, and responsible engagement. Fragmented institutional directives lead teachers to adopt independent classroom policies, while teens navigate ambiguous boundaries around acceptable use, sometimes leading to cautious or secretive engagement. Teachers primarily reported using GAI for administrative support, such as lesson planning and content generation, while expressing concerns about overreliance and its impact on student learning. In contrast, teens position GAI as a learning partner for ideation, concept clarification, and academic support, while also expressing concerns about bias, misinformation, and diminished intellectual effort.

Across groups, a central barrier is a lack of consistent policies and formal training, resulting in uneven artificial intelligence literacy and uncertainty about responsible use. Restrictive approaches, such as outright bans, were often ineffective and encouraged unsanctioned use rather than informed engagement. Participants instead expressed a desire for structured guidance, including clear expectations, educational resources, and opportunities to develop competencies in evaluating and using GAI effectively.

This work contributes to research on technology in education and pedagogical innovation by providing a parallel analysis of teacher and teen perspectives on GAI integration. We identify key implications for educational practice and design, including the need for AI literacy programs, collaborative policy development, and GAI systems that support process-oriented learning and student ownership.

Keywords:

Technology Enhanced Learning, K-12 Education, Education Technologies, Generative Artificial Intelligence, Policy.