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Teachers' Perspectives on Integrating and Using Artificial Intelligence on Tablet Devices in Botswana Secondary Schools
Abstract
Artificial Intelligence is rapidly being integrated in schools across the globe as it plays a pivotal role in the changing dynamics of Education. In realising the importance of AI and to remain globally competitive, Botswana through the Ministry of education has taken drastic steps to introduce the use of tablets devices in schools. The successful integration of these devices is dependent on teachers and learners. Hence it is important to investigate teacher's perceptions on the integration of AI tools in schools, considering that it has the potential to revolutionize the teaching and learning process. Qualitative methodology will be used to analyse teacher's perceptions across different levels of secondary schools and background in Botswana. The researcher will use questionnaire and semi-structured interviews to collect data. The research attempt to address research questions focused on, i) how teachers 'perceive the usefulness of AI tools in teaching and learning? ii) how school leadership and resource allocation shape teachers' AI adoption iii) What emotional and ethical concerns do teachers have in integrating AI in secondary schools. The insight of this paper has the potential to inform policy makers in ensuring that AI is effectively integrated in schools. The study emphasizes the importance of teachers as key implementors in fostering a seamless and productive integration of AI in the classroom.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 7666
Country
Botswana
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)