Secondary School Teachers’ Interaction with Artificial Intelligence Systems: A Qualitative Investigation of Usability, Trust, and the Transformation of the Pedagogical Role
Oct 2026· International Journal of Educational Innovation.
Artificial Intelligence in Education
Abstract
This research explores secondary education teachers" perceptions regarding the integration of Generative Artificial Intelligence (GenAI) into instructional practice. Through semi-structured interviews with a sample of ten (10) educators from diverse academic backgrounds, the study examines three core pillars: interaction and usability, issues of trust and ethics, and the transformation of professional identity. The findings reveal that using AI tools is a complex cognitive process requiring strategic prompt engineering. Despite the small sample size, participants consistently demonstrated a "cautious acceptance," acting as critical evaluators of machine-generated outputs to mitigate scientific inaccuracies and "hallucinations." In conclusion, the study highlights a shift in the teaching role from being a source of knowledge to an authority of critical mediation. It emphasizes the urgent need for professional development that fosters pedagogical agency and ethical action within the modern digital learning environment.
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