Secondary school teachers’ attitude towards learning AI technology and their professional development in District Khushab, Punjab

Abstract

Artificial Intelligence (AI) is reshaping the future of learning environments, paving the way for personalization, creativity, and immersive experiences. Research objectives of the study were to examine secondary school teachers’ attitudes towards adopting and learning AI technology in their teaching practices and also identify the challenges secondary school teachers face in integrating AI technology into their professional growth. The study followed quantitative approach to evaluate the attitude of secondary school teachers (SSTs) in Tehsil Khushab.The descriptive correlational survey design was utilized to investigate the relationship between Attitude of SSTs and their professional development (PD). Quantitative data were collected using a structured questionnaire incorporating scales adopted.  A stratified random sampling technique was used to select the sample. Out of the total population of the 404 teachers (228 females and 176 male), 30 percent of the teachers were sampled. In line with this, 122 teachers (79 females and 43 male teachers) were selected in 20 high schools in Tehsil Khushab. The findings revealed that SSTs showed positive attitude towards learning AI technology. The results indicated that the attitude of secondary school teachers toward AI significantly influence their professional development. It is recommended that further researchers investigate various district of Punjab to understand teachers’ attitude towards learning AI technology in diverse teaching settings.