Perceptions and Barriers to Adopting Artificial Intelligence in K-12 Education: A Survey of Educators in Fifty States

Abstract

Artificial Intelligence (AI) is making significant strides in the field of education, offering new opportunities for personalized learning and access to education for a more diverse population. Despite this potential, the adoption of AI in K-12 education is limited, and educators’ express hesitancy towards its integration due to perceived technological barriers and misconceptions. The purpose of this study is to examine the perceptions of K-12 educators in all 50 states of the USA towards AI, policies, training, and resources related to technology and AI, their comfort with technology, willingness to adopt new technologies for classroom instruction, and needs assessment for necessary infrastructure, such as reliable internet access, hardware, and software. Researchers analyzed regional differences in attitudes towards AI integration in the classroom. The findings suggest the overall positive perception of AI and openness towards its integration. However, disparities in access to technology and comfort levels with technology exist among different regions, genders, and age groups. These findings suggest that policymakers and educators need to develop targeted strategies to ensure equitable access to technology and AI integration in the classroom. The implications of this work are the need for an authentic STEM model for integrating AI into K-12 education and offer recommendations for policymakers and educators to support the successful adoption of AI in the classroom.