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Presentation Type

Open Access Poster Presentation

Keywords

Artificial intelligence; Education; Teacher perspectives; Comparative study

Abstract

This study examined how teachers in China and the United States perceive using AI in education, their experiences with using AI in teaching and facilitating student learning, and factors associated with AI use. Analysis of data from TALIS 2024 revealed that Chinese teachers reported more positive views of AI benefits, and American teachers had more concerns about using AI. A major reason for all teachers’ not using AI is due to their lack of knowledge and skills to teach using artificial intelligence. Teachers with a more positive view of AI benefits were more likely to report using AI in their teaching or facilitating student learning. For Chinese teachers, those who were younger than 40 and those who had a higher self-efficacy in instruction were significantly more likely to report using AI. For American teachers, those who reported less overall job satisfaction were significantly more likely to report using AI. The differences might be attributed to social, cultural, and educational differences between the two countries. The findings can be used to inform policies and practices that are intended to support teacher professional development and intercultural educational collaborations.

Start Date

14-4-2026 1:00 PM

End Date

14-4-2026 1:50 PM

Faculty Advisor

Xumei Fan

Department

Doctor of Education (Ed.D.)

Student Type

Graduate Student

File Format

application/pdf

File Size

5.55 MB

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Apr 14th, 1:00 PM Apr 14th, 1:50 PM

Teachers’ Perspectives on and Experiences with Using AI in Education: A Comparative Study Between China and the US

This study examined how teachers in China and the United States perceive using AI in education, their experiences with using AI in teaching and facilitating student learning, and factors associated with AI use. Analysis of data from TALIS 2024 revealed that Chinese teachers reported more positive views of AI benefits, and American teachers had more concerns about using AI. A major reason for all teachers’ not using AI is due to their lack of knowledge and skills to teach using artificial intelligence. Teachers with a more positive view of AI benefits were more likely to report using AI in their teaching or facilitating student learning. For Chinese teachers, those who were younger than 40 and those who had a higher self-efficacy in instruction were significantly more likely to report using AI. For American teachers, those who reported less overall job satisfaction were significantly more likely to report using AI. The differences might be attributed to social, cultural, and educational differences between the two countries. The findings can be used to inform policies and practices that are intended to support teacher professional development and intercultural educational collaborations.