Abstract
This study aims to investigate the perceptions of South African teachers regarding the adoption of
artificial intelligence (AI) in their classrooms. Existing South African research on perceptions
regarding AI focuses largely on information technology and computer science teachers, while most
other studies addressing this subject are foreign. This qualitative research is necessary to establish
the readiness and capacity of local K-12 teachers towards the adoption of AI in South African
schools. Following the purposeful selection of participants, semi-structured interviews were
conducted with K-12 teachers from both public and independent schools across the country,
including primary and high schools, as well as teachers with varying years of experience. Findings
indicate the teachers interviewed are open to the adoption of AI in their classrooms. Furthermore,
the degree of buy-in and readiness to the implementation of AI by those interviewed has little to
do with preconceived notions such as age or gender. However, while there is an inclination for
innovation, there are also significant hurdles to overcome, including resource limitations, training
needs, and ethical considerations.
KEYWORDS:
Artificial Intelligence; AI; AI in K-12 Education; Teacher perceptions; Perceptions of AI; Adoption of
AI; South African schools; South African classrooms; Benefits of AI; Threats of AI.