With evolving times, the field of education is undergoing a major transformation with the help of Artificial Intelligence, which aids in the personalization of learning, instructional design, evaluation, and administration. The successful integration of AI depends on teachers' perceptions, experiences and openness. In this study, the convergent parallel mixed-method design was used to identify teachers' perceptions, experiences and challenges with the use of AI technologies in learning activities including eight teachers as respondents by using the purposive sampling method. The data was collected using items that were reported on a Likert scale and processed qualitatively by themes. Results showed that teachers had positive attitudes toward use of AI, with a specific emphasis on its utility in lesson planning, boosting engagement, and streamlining administration. The study found that the main challenges to implementing AI are insufficient institutional support, ambiguous policy guidance, plagiarism, data privacy, and overreliance on AI. Teachers perceived AI as a teaching assistant not a teacher. Thus, the study emphasizes the importance of professional development, institutional preparedness, and ethical guidelines to ensure responsible and effective integration of AI in education.
Suresh Bahadur Diyal, Romkant Pandey· Janabhawana Research Journal· 0 citations
Information and Communication Technology (ICT) possesses the potential to transform education by enhancing engagement, promoting personalized learning, and supporting inclusive classrooms. However, teachers' ability to effectively integrate these tools is critical, particularly for students with diverse learning needs, including those with disabilities and learning difficulties. Despite policy efforts in Nepal, there remains a limited understanding of how teachers' digital competence affects inclusive education in practice. This study aims to explore teachers' digital competence in using ICT tools to support inclusive education by examining their skills, perceptions, and challenges in meeting the needs of all learners. Employing a qualitative phenomenological design, the research focused on Bhaktapur district of Nepal and involved six teachers by using a purposive sampling method based on their respective subject areas to allow for a nuanced, discipline-specific analysis. Data were collected through semi-structured interviews and a comprehensive review of key documents. The information was analyzed thematically, utilizing the P1-P6 coding system to identify patterns regarding ICT usage, barriers, and professional development needs across different subject categories. Findings reveal that while teachers maintain positive attitudes toward ICT and recognize its potential for differentiated instruction, practical competence varies significantly. Major barriers identified include a lack of specialized training, limited access to ICT resources, technical issues, and insufficient institutional support. Ultimately, the study highlights a significant gap between policy expectations and classroom realities, concluding that strengthening contextspecific teacher training, improving infrastructure, and ensuring effective policy implementation are essential for advancing inclusive education through ICT in Nepal.
