Teachers' Readiness and Competency in Using AI in the Classroom
Ngongpah, Guilen *
Oklahoma State University, United States of America.
Omolara, Yetunde Oni
University of Nebraska Lincoln, United States of America.
*Author to whom correspondence should be addressed.
Abstract
This paper explores teachers' readiness and competency in using AI in the classroom. Across different regions of the world, there are varied trends in how teachers adopt and implement emerging educational technologies. In technologically advanced education systems, robust professional development programs, supportive leadership, and widespread digital infrastructure facilitate greater teacher readiness and competency. Tools such as AI-powered adaptive learning platforms require teachers to rethink assessment, while virtual reality necessitates new approaches to immersive learning experiences. Some of the challenges hindering teachers' readiness includes Limited AI-Specific Training Opportunities, Technological Infrastructure Gaps in Schools, resistance to technological change and the solutions includes strengthen technical support in schools, foster leadership that champions AI integration, develop ethical guidelines and policy use of AI, address teachers' mindset and build technology self-efficacy. The growing reliance on artificial intelligence has significantly influenced the field of education, reshaping teaching, learning and assessment practices. Teachers’ readiness involves not only technical knowledge but also a positive mindset. The future of AI in the classroom depends not just on technological advancement but on collective commitment to teacher empowerment and ethical innovation. Therefore, this study recommends that teacher education programs must integrate AI literacy, professional development must be continuous and contextualized, and school leadership must cultivate a culture that supports innovation.
Keywords: Teacher education programs, policies, algorithmic bias, data privacy, pedagogical competency, motivation