Abstract:

The advent of Generative Artificial Intelligence (GenAI) is reshaping the educational landscape, offering novel tools and methodologies to enhance teaching and learning. Based on a structured survey (online questionnaire), this study explores Greek educators' awareness, experiences, and attitudes toward generative AI tools and their potential application within the classroom. The questionnaire included 40 questions (1 open-ended) and yielded 1,526 unique responses.

The survey reveals a diverse demographic profile among the participants, shedding light on the depth and breadth of insights into adopting generative AI in education. The majority of respondents are women (75.03%) with a notable representation from relatively older age groups, particularly those aged 41-60 (78.04%). Furthermore, the responses encompass a wide geographical spread, notably beyond the major urban centers (76.35%). The study also highlights the diversity in educational specializations, with teachers from different educational levels (K-12) and over 40 fields of specialization (e.g., Greek Language and Literature, Computer Science, and Mathematics, representing 23.07%, 13.70%, and 9.37% of the sample, respectively). This broad and varied demographic profile of the respondents underscores the relevance and applicability of the research findings across the spectrum of the educational community.

The survey revealed that 43.47% of educators reported being familiar with the term "Generative AI," while only 21.88% indicated having used these tools. Furthermore, 12.15% stated applying these technologies for educational purposes, with only 8.39% integrating them into their classroom practices. The survey data also highlighted distinct concerns among educators regarding generative AI tools. Notably, 33% expressed wariness about the potential for these tools to facilitate plagiarism, while 35% raised concerns about the ambiguity of intellectual property rights of AI-generated materials. In stark contrast, only 11% stated that these tools could undermine the educator's role.

Educators' expectations from generative AI tools in an educational context focus on potential benefits in efficiency and modernization. Notably, a significant 72% of respondents anticipate a faster completion of tasks, indicating a desire for productivity gains. Moreover, 81% expect improved access and exploration of information, suggesting a yearning for enhanced educational resources. Additionally, 77% of educators expressed interest in integrating these advanced tools into their teaching practices, highlighting their anticipation for modernized learning methodologies.

This research contributes to the ongoing discourse on the role of GenAI in education by providing empirical insights into educators' concerns and expectations. It underscores the need for a balanced and informed approach to GenAI adoption into teaching and learning processes, ensuring both technological integration and pedagogical soundness, ultimately shaping a student-centric learning environment. The findings serve as a foundational framework for policymakers, educators, and technologists to navigate the integration of GenAI in education collaboratively, ultimately shaping an ecosystem where technology and human expertise coalesce to redefine the frontiers of learning.

Keywords:

Generative AI, Educational Technology, Pedagogical Integration, AI Impact on Education, Technology-Enhanced Learning.