Adoption of generative artificial intelligence in K-12 education: Teacher preparedness, ethical concerns, and implementation challenges
Abstract
The recent acceleration of the inspiratory use of generative artificial intelligence in K-12 education has presented considerable possibilities of personalized learning, instructional innovation, and teacher efficiency, at the same time raising important concerns in the manner of teacher preparedness, ethical oversight, and implementation difficulties. Although the numbers of large language models are rising, there are more multimodal learning systems, and AI-driven educational systems are getting popular, various schools still have to struggle with obstacles linked to the lack of teacher preparation, insufficient AI knowledge, ineffective policies, and inequitable access to online resources. The emergence of new trends also provides evidence of increasing anxiety around the topics of algorithmic bias, data privacy, academic integrity, digital equity, and teacher agency. This literature review has synthesized recent research on the adoption of generative artificial intelligence in K-12 education within PRISMA, specifically, focusing on teacher preparedness as well as ethical issues and implementation barriers. The key themes mentioned in the analysis are AI literacy, professional development, digital pedagogy, technology acceptance, curriculum integration, responsible AI practices, and human-AI collaboration. It has been seen that teachers are becoming increasingly aware of the opportunities that generative AI can offer them through personalized learning, automated administrative work, differentiated instruction, and student engagement. Nevertheless, there are still continuing problems regarding ethical risks, little institutional back-up, inadequate training and unequal technological accessibility among schools and regions. New research indicates also that the key to successful adoption is a sustained professional development in teachers, explainable AI systems, effective school leadership and inclusive policy design.
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References
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