Educational AI: Opportunity or Challenge for Teachers?

This study examines the perceptions, levels of knowledge, and practices of teachers in Spain regarding the use of artificial intelligence (AI) in educational contexts. Based on a structured questionnaire completed by 45 educators—primarily from the university level—a high degree of familiarity with AI tools was identified, particularly chatbots and image generators, as well as a strong willingness to integrate them into classroom practice. Participants recognized the main benefits of AI as increased accessibility to learning, content personalization, and task automation, although the collaborative potential of these technologies was less emphasized. A strong preference for practical training formats, such as in-person or virtual workshops, was also evident, indicating the need for training strategies focused on pedagogical applicability. The study highlights the central role of teachers in the critical, ethical, and contextualized integration of AI, and underscores the importance of institutional support for effective implementation. Finally, future lines of research are proposed to explore regional and cultural differences, as well as the inclusion of Futures Thinking approaches to anticipate emerging challenges stemming from the increasing use of AI technologies in education.

Keywords: Artificial Intelligence; Educational Technology; Teacher Training; Pedagogical Innovation