AN ARTIFICIAL INTELLIGENCE INTEGRATED PEDAGOGICAL PERSPECTIVE OF SECONDARY SCHOOL TEACHERS: A PHENOMENOLOGICAL STUDY

Farah Siddique; Gulnaz Akbar; Sabiha Zafar

doi:10.59075/jsrd.v7i8.614

Authors

Farah Siddique B.Ed Graduate, Department of Education Government College, Women University Sialkot
Gulnaz Akbar Lecturer, Department of Education, GC Women University Sialkot, Pakistan.
Sabiha Zafar Assistant Professor, Department of Education, International Institute of Science and Technology, Gujranwala

DOI:

https://doi.org/10.59075/jsrd.v7i8.614

Keywords:

Artificial intelligence; secondary education; teacher experiences; phenomenology; professional identity; instructional practices.

Abstract

Artificial intelligence (AI) is making a swift impact on the processes of teaching and learning by influencing lesson development, student assessment methods, and teachers’ perceptions of their profession. However, existing literature primarily focuses on the technical aspects of AI technologies rather than examining how secondary school teachers actually use these technologies when preparing lessons. The purpose of this study is to explore the experiences of secondary school teachers in using AI technologies in their teaching practices. Purposive sampling will be employed to select 15–20 teachers working with students in Grades 9–12 who have been using AI technologies for at least one semester. Data will be collected through semi-structured interviews and analyzed using content analysis. The findings are expected to provide a detailed understanding of teachers’ perceptions of AI integration into their professional practices, its influence on teaching and learning processes, the challenges and benefits they encounter, and the extent to which the use of AI tools shapes their professional identities.