The integration of Artificial Intelligence (AI) in education is reshaping traditional teaching practices, yet little is known about how educators experience this transition, particularly in South Africa. This study explored the experiences of primary and high school educators in Johannesburg North regarding the incorporation of AI into their teaching and its role in fulfilling the learners' right to quality education. The researcher used a qualitative approach, interpretivist paradigm, and multiple-case study design. Semi-structured interviews were conducted with seven educators from both public and private schools. Schlossberg’s transition theory provided a theoretical framework for analysing the adaptation process. Findings revealed that educators' initial reactions to AI ranged from hesitation and resistance to curiosity and enthusiasm. The study highlighted key challenges, including a lack of formal institutional support, inadequate training, and ethical concerns related to AI use in education. However, educators who actively engaged in self-directed learning and peer collaboration demonstrated a more positive transition. AI was found to streamline administrative tasks, enable personalised learning, and enhance classroom engagement, but disparities in technological access posed equity concerns. This research contributes to the discourse on AI in education by offering insights into the lived experiences of educators navigating AI integration. It underscores the need for defined policies, targeted professional development, and ethical guidelines to support effective adoption of AI. Future research should explore broader regional applications and long-term effects of AI on teaching and learning outcomes.
- Educatotors' experiences of artificial intelligence and its role in learners' right to quality education
- Louise Gilbert
- Lucia Munongi
- University of Johannesburg; Master of Education (M.Ed.)
- Master of Education (M.Ed.), University of Johannesburg
- 9963671507691
- University of Johannesburg
- University of Johannesburg; Faculty of Education; Department of Educational Psychology
- English
- Thesis