Primary School Teachers' Perceptions of Artificial Intelligence to Support Deep Learning: A Descriptive Survey

Abstract

The use of Artificial Intelligence (AI) in elementary education is emerging as an alternative to support more in-depth, adaptive, and student-centered learning. However, the implementation of AI in elementary schools is closely related to teachers' perceptions, experiences, digital competencies, and supporting conditions. This study aims to describe elementary school teachers' perceptions of the use of AI to support deep learning and to identify the experiences, benefits, and obstacles reported by teachers in its use. The study used a descriptive survey design supplemented by qualitative interviews. Participants consisted of 25 elementary school teachers from public and private schools. Quantitative data were collected through questionnaires and analyzed using frequencies and percentages, while qualitative data were obtained through semi-structured interviews and analyzed through data reduction, data presentation, and drawing conclusions. The results showed that 18 teachers (72%) stated their support for the use of AI as a learning medium, while 7 teachers (28%) did not support its direct use in learning. Teachers who supported AI reported that AI helped develop teaching materials, search for learning resources, create learning media, and provide materials that were more tailored to students' needs. Meanwhile, teachers who did not yet support AI reported concerns about student dependency, limited digital competency, limited devices and internet access, and the accuracy of information generated by AI. Interview findings reinforce this pattern and indicate that teachers view AI as a supporting tool that still requires supervision and active teacher involvement. This study provides an empirical overview of teachers' perceptions and experiences regarding the use of AI to support immersive learning in elementary schools.