STEM teachers have mixed perceptions of GenAI's impact on K-12 education, while strongly agreeing on the importance of teaching AI-related skills.

Objective: To explore STEM teachers' perceptions, familiarity, and support needs for integrating generative AI in K-12 education through a mixed-methods survey approach.

Methods:

• Mixed-method survey with 48 STEM teachers in Idaho
• Collected quantitative and qualitative data on perceptions, familiarity, and support needs
• Analysis using descriptive/inferential statistics and thematic analysis
• Sample predominantly white female teachers from rural schools

Key Findings:

• Equal split between positive and negative views of GenAI's impact
• Over half of teachers lack GenAI user experience
• Positive correlation between familiarity with GenAI and favorable perceptions
• Strong consensus (64.6%) on importance of teaching AI-related skills
• Professional development identified as most crucial support need
• Main barriers: teacher resistance (21.7%) and lack of leadership awareness (20.3%)

Implications:

• Need for differentiated professional development based on teachers' familiarity levels
• Important to address rural-specific challenges in AI integration
• Focus required on both technical skills and pedagogical integration
• School leadership crucial for successful GenAI implementation

Limitations:

• Small sample size from single state
• Self-selected participants
• Predominantly rural teachers
• Reliance on self-reported data

Future Directions:

• Larger-scale studies with diverse teacher populations
• Observational research on actual GenAI implementation
• Investigation of school leadership's role
• Development of targeted support for rural teachers
• Research on effective professional development approaches

Title and Authors: "STEM teachers' perceptions, familiarity, and support needs for integrating generative artificial intelligence in K-12 education" by Yin Hong Cheah and Juhee Kim

Published On: 2025

Published By: School Science and Mathematics