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Title
Abstract
Introduction
Methodology
Participants
Data Collection and Analysis
Findings
Data Security, Fake Information, and Plagiarism
Not Finding Age Friendly and Suitable Tools
Discussion
Conclusion
Limitations
References

Artificial intelligence (AI) as a new trajectory in education

Profile image of Dr. Mehmet Fatih DöğerDr. Mehmet Fatih Döğer
https://doi.org/10.1080/00220671.2025.2510391
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Abstract

This study explores how K-12 teachers from 15 eTwinning countries perceive and integrate AI tools into their classrooms, highlighting both opportunities and challenges. Using a qualitative case-study design with semi-structured interviews, we combined criterion and maximum-variation sampling to capture a range of country contexts. Participants reported that AI streamlines tasks such as lesson planning, assessment, content creation, enhancing project planning and cross-cultural collaboration while fostering 21st-century skills (the 4Cs). However, they also raised sociological and ethical concerns around privacy, bias, overreliance, AI-driven capitalism, and digital divides that persist in K-12 schools. Our findings offer best-practice insights for early adopters and a roadmap for broader professional development and teaching configuration for the coming decades. Key implications include designing tiered training programs, developing clear ethical guidelines, explainable AI developments and advocating infrastructural investments to bridge persistent gaps.

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