Challenges and Opportunities for Applying Artificial Intelligence to Learning in Secondary Schools

Abstract

Artificial intelligence is gradually becoming part of everyday practice in secondary education. Teachers now encounter AI-based tools in different aspects of school work, from feedback and classroom organisation to adjusting learning activities to fit individual student needs. As the use of such technologies expands, their educational role and practical value in schools require closer examination. This becomes particularly relevant in classrooms with varied learning characteristics, where students differ in learning pace, participation, learning needs, and overall educational readiness. In such settings, AI technologies can support the adaptation of instructional material, provide more individualised feedback, and offer additional forms of participation in the learning process. Their educational value, however, depends on professional judgement and on the way these tools are used within everyday classroom practice. The present paper addresses opportunities and challenges connected with the use of artificial intelligence in secondary education. It focuses on teachers’ perspectives and on their experiences with the educational use of AI tools in school practice. This doctoral work adopts a primarily qualitative approach. Data will be collected through semi-structured interviews with secondary education teachers and later analysed through thematic analysis. Through interview responses, the analysis will examine how AI is perceived in relation to lesson preparation and student support, as well as the practical limits of its implementation in schools. Special attention will be given to professional preparedness and to the everyday classroom conditions that affect the responsible use of AI. The analysis will also consider how participants understand the educational value of AI tools and the ways these technologies are applied in secondary school classrooms. The paper therefore approaches AI not as an independent solution, but as a tool whose usefulness depends on teachers’ judgement and the pedagogical context in which it is used.