Teachers at the Intersection of Artificial Intelligence and Pedagogy: Exploring AI–Enhanced Teaching Practices in Secondary Education
DOI:
https://doi.org/10.55737/trt/v-i.229Keywords:
Artificial Intelligence (AI), Pedagogy, Secondary School TeachersAbstract
Artificial intelligence is gradually shifting education by assisting teachers in enhancing teaching for each student, modifying their pedagogical approaches, and achieving better classroom results. This qualitative study explored how secondary school instructors deal with the nexus between pedagogy and Artificial Intelligence (AI) in modern classrooms. Teachers are gradually using AI tools like Chat-GPT and Gamma to improve teaching methods, personalize learning, and nurture student engagement since they are at a critical crossroads. The study, grounded in an interpretivist paradigm, used a phenomenological design to record secondary school teachers' actual experiences. Five teachers were interviewed through semi-structured interviews using a strata purposive sampling technique in a few chosen secondary schools in Mardan, Khyber Pakhtunkhwa. The results showed that teachers saw AI as both a challenge and an opportunity. Improved educational effectiveness, changing teacher roles, ethical issues, and the requirement for professional training are some of the major themes. While lesson planning, evaluation, and differentiated instruction are all aided by AI tools, instructors are concerned about over-reliance and the possible deterioration of students' critical thinking abilities. The results offer beneficial effects in teacher AI–technological, pedagogical, content, integrated knowledge in subject contexts, and teachers' ethical AI considerations for policymakers, educators, and curriculum designers, and add to the expanding conversation on AI in education, especially in developing environments.
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