Profiles of Primary School Teachers’ Engagement with Generative AI: The Role of Risk, Trust, and Professional Development Needs
TL;DR
The findings highlight the heterogeneity of primary school teachers’ engagement with GenAI and suggest that professional development should support both AI-related competencies and informed professional judgment when integrating AI into educational practice.
Abstract
The rapid development of generative artificial intelligence (GenAI) is reshaping educational practice, yet little is known about how primary school teachers perceive and engage with these technologies. This study examined primary school teachers’ perceived risks, trust in AI, professional development (PD) needs, and patterns of AI use. Data were collected through a survey of 295 primary school teachers. Hierarchical and k-means cluster analyses were conducted to identify distinct profiles of AI engagement. The results indicate a state of cautious openness characterized by moderate to high perceived risks, relatively low trust, and substantial PD needs. Three profiles emerged: Skeptical Rejecters, Interested but Uncertain, and Trusting Learners. The profiles differed significantly in their current and intended use of AI. Across all profiles, intended use exceeded actual implementation, indicating an intention-usage gap. Notably, the highest PD needs were reported by the Interested but Uncertain profile rather than by the most skeptical teachers. The findings highlight the heterogeneity of primary school teachers’ engagement with GenAI and suggest that professional development should support both AI-related competencies and informed professional judgment when integrating AI into educational practice.
