Teachers’ experiences of how artificial intelligence impacts teaching and learning

Artificial Intelligence (AI) is at the top of research and policy agendas in the UK and beyond. The impact of AI technologies in education has not been studied extensively hence there is a need to understand how AI may be used in secondary education. The proposed study seeks to elicit school teachers’conceptions of AI-based teaching and learning and the associated ethical, pedagogical and skills-related aspects for scaling-up effective practice. By employing phenomenography as an innovative qualitative methodology and using semi-structured interviews with 25 school teachers in secondary education, the research will investigate the qualitatively different ways in which AI-based teaching and learning is experienced, conceptualised and understood. This cross-cutting project will pave the way for discerning a framework for AI-based teaching and learning that would help teachers to design and orchestrate AI-based practice, whilst aiding future AI educational systems to intelligently select, process and represent pedagogically-rich learning models