Abstract:

This study explores the utilization and perceptions of Artificial Intelligence (AI) tools among high school students, undergraduate pre-service teachers, and graduate in-service teachers and school administrators. The integration of AI technologies, such as generative tools like ChatGPT, offers potential benefits like personalized learning and idea generation, but also raises challenges related to ethics and equity in access. Using a mixed-methods approach, data was collected through surveys and interviews across P-12 and higher education settings to examine current trends in AI adoption. The study also analyzed differences in AI tool comprehension and engagement between the groups.

Results indicate that high school students are more engaged with AI tools compared to higher education participants, who tend to exhibit greater concerns around ethical issues such as data privacy and algorithmic bias. Graduate in-service teachers and administrators expressed a strong need for professional development to navigate these challenges. Conclusions highlight the importance of ethical frameworks and digital citizenship education in fostering equitable AI integration in educational environments.

This research underscores the need for targeted training and guidance for educators, emphasizing the development of AI literacy and ethical usage. The findings contribute to a growing body of work on AI’s impact in education and provide recommendations for policymakers and technology developers to ensure inclusive, transparent, and responsible AI implementation.

Keywords:

Artificial Intelligence (AI), Educational Technology, K-12 Education, Higher Education, Student Perceptions, Teacher Perceptions, Equity in Education, Ethical Concerns in AI, Digital Citizenship, Personalized Learning, Educational Disparities.