Complexity and Misuse of AI as Concerns for Teacher Agency

Abstract

Many schools in Europe observe the gap between school students and schoolteachers in the uptake and the use of Artificial intelligence. Most teachers using AI in school education use it for preparatory work for classroom activities instead of applying AI-supported tools in learning and teaching activities in the classroom. Existing research provides valuable insights into digital didactics, discussing when the application of technologies in teaching and learning is a success or a failure. Studies on digital didactics often isolate factors such as teacher agency, which is the key prerequisite to act purposefully and autonomously, make informed professional judgments, and shape pedagogical practice integrating AI-supported technologies in school classroom activities. This paper aims to discuss the concerns of teacher agency while using AI in the school classroom curriculum in Lithuania, exploring the challenges that teachers express while integrating AI in classroom didactics. The research findings prove two predominant concerns by teachers who argue that the integration of AI into the classroom curriculum is very complex and that AI is misused by teachers and students.