AI and Teachers’ Competencies, Perceptions, and Well-Being
TL;DR
Analysis of how teachers perceive their AI competencies, the purposes for which they apply AI in teaching practice, and how confident they feel when integrating intelligent models into their teaching practices shows that teachers primarily associate educational technology with AI, use it mainly for lesson preparation, and report psychological effects such as enhanced confidence, motivation, and innovation.
Abstract
: In the new digital and AI era, hybrid teaching models increasingly incorporate intelligent resources into everyday practice. The main aim of this paper is to analyze how teachers perceive their AI competencies, the purposes for which they apply AI in teaching practice, and how confident they feel when integrating intelligent models into their teaching practices. A quantitative survey was conducted in Serbia, involving 80 teachers from diverse fields and educational levels. The questionnaire combined items on digital and AI competencies with questions addressing teachers’ self-perceptions and the psychological effects of AI integration. Results show that teachers primarily associate educational technology with AI, use it mainly for lesson preparation, and report psychological effects such as enhanced confidence, motivation, and innovation. At the same time, ambivalence and uneven adoption highlight challenges, including limited experience, lack of training, and concerns about risks. The study contributes empirical evidence to the emerging field of teacher AI competence research, situating Serbian educators’ perspectives within the broader international discourse. It underscores the importance of professional development and supportive environments to ensure that AI integration fosters pedagogical innovation and promotes teacher well-being.