Teachers' use of generative artificial intelligence as a personal assistant in turkey: a systematic study of need, demand and methodresearch

The purpose of this study is to examine the needs and demands of teachers working in Turkey for using productive artificial intelligence technologies as personal assistants and the methods of integrating productive artificial intelligence into education. The theoretical basis of the research includes the opportunities offered by productive artificial intelligence in education, its positive contribution to teacher workload, the concerns it brings, and expectations in the integration of productive artificial intelligence into education. The study was conducted with the exploratory sequential design model, one of the mixed research methods; in the first stage, themes were identified through a systematic literature review, and in the second stage, quantitative data were collected by developing a questionnaire in accordance with these themes. The participants of the study were 403 teachers working in various regions of Turkey in the 2024-2025 academic year. The findings reveal that teachers are generally positive towards the use of generative artificial intelligence in reducing workload and in educational environments, however, various concerns and expectations were expressed by teachers in the process of incorporating generative artificial intelligence into educational environments. Socio-demographic variables such as educational level, professional experience and familiarity with generative artificial intelligence were found to significantly affect the views of the participants. In conclusion, the findings of the study are discussed and various suggestions for future research are presented.