Graduate Program

Curriculum and Instruction

Degree Name

Master of Science (MS)

Semester of Degree Completion

Summer 2026

Thesis Director

Alexis Jones

Thesis Committee Member

John H. Bickford III

Thesis Committee Member

Amy Davis

Thesis Committee Member

Brianne Eads

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

This study explores Illinois teachers’ perceptions and professional uses of artificial intelligence (AI) in education. A mixed methods approach was implemented, including a survey completed by 137 Illinois teachers and four interviews. The research questions examined teachers' perceptions of AI, their professional use of AI, and their approach to students’ use of AI. Findings concluded that participants generally hold positive perceptions of AI, especially its time-saving abilities and being supportive, while also holding concerns including reliability, accuracy, and ethical issues. Results showed that 77% (n = 106) of teachers use AI tools mostly for lesson planning, creating assessments, differentiation, and communication. Lastly, findings regarding student use revealed that most teachers restrict student use of AI. Overall, AI is accepted as a professional tool but it is not being fully integrated due to the lack of knowledge and concerns, highlighting a need for professional development and a focus on human-centered implementation.

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