Opinions of information technologies teachers working in science and art centres on the use of artificial intelligence in education

This study aims to examine the perspectives of information technology teachers working in Science and Art Centers regarding the use of artificial intelligence in education. The increasing importance of technology in education and the transformative effects of artificial intelligence on teaching processes constitute the focus of this research. The study explores the artificial intelligence tools used by teachers, their purposes for using these tools, the advantages and disadvantages of artificial intelligence in education, its effects on academic success and educational processes, the adequacy of the current curriculum, and teachers' perceptions of these technologies. The research adopted the phenomenological design, which is one of the qualitative research methods, and data were collected through semi-structured interview forms. The study group consisted of 16 information technology teachers working in different cities in the Southeastern Anatolia Region, selected using the criterion sampling method, one of the purposive sampling techniques. Data were analyzed using content analysis, and findings were categorized into themes. The findings revealed that teachers emphasized the positive impacts of artificial intelligence technologies, such as supporting personalized learning, reducing teachers' workloads, and increasing student motivation. However, they also highlighted disadvantages such as fostering dependency, encouraging laziness, issues with data security, deficiencies in technological infrastructure, and ethical concerns. Moreover, teachers underlined the need to improve the current curriculum to effectively integrate artificial intelligence into education and expressed the necessity for additional training and resources in this field. The results indicate the need to increase awareness about the use of artificial intelligence in education, develop comprehensive training programs for teachers, and invest in the infrastructure required to integrate artificial intelligence into the education system. These findings provide significant insights for educators and policymakers regarding the effective use and development of artificial intelligence in education.