AI evidence extraction

Exploring Teachers’ Beliefs About ChatGPT in Arts Education

Maria Kladaki, Απόστολος Κώστας, Panagiotis Alexopoulos · Education Sciences · 2025

AI-generated evidence extraction, verified across multiple analytical personas. Not a substitute for the peer-reviewed original.

5/10

Relevance

1/4

Quality (LMQS)

Evidence

Citations

0.48

FWCI

Top 10%

Impact

This is an AI analysis. Read the peer-reviewed original at the publisher: https://doi.org/10.3390/educsci15070795

Methodology & findings

Study design

Qualitative study conducted through semi-structured interviews with thematic analysis based on behavioral, normative, and control beliefs from Ajzen's Theory of Planned Behavior

Sample

N = 67, 2 groups

Primary method

Qualitative thematic analysis based on Ajzen's Theory of Planned Behavior framework analyzing behavioral, normative, and control beliefs. No quantitative statistical methods mentioned.

Main result

Teachers identified expected benefits such as "increased student interest, creativity, and critical thinking, as well as the facilitation of research and support for students with special needs." Concerns included copying, misinformation, and reduced critical thinking and creativity. The study found that teachers "expressed ambivalence and skepticism toward ChatGPT's pedagogical use, being optimistic about educational benefits and community support but concerned about future challenges."

Reports effect sizes.

Research paradigm

Interpretivist/Constructivist

Author conclusions

The authors conclude that "the findings highlight the importance of equipping teachers with the necessary skills and institutional support to ensure the responsible and effective integration of AI in arts education." They emphasize that teachers need training and adequate technological infrastructure to successfully implement ChatGPT in pedagogical contexts.

Risk of bias

Selection bias: sample consisted of teachers 'familiar with or having used ChatGPT in education' - may overrepresent those with more positive or negative attitudes; Potential self-selection bias in voluntary participation in interviews; No mention of inter-rater reliability or methodological triangulation; Selection bias (sample limited to teachers already familiar with or having used ChatGPT); potential response bias in self-reported beliefs about AI use; no control group for comparison; Selection bias: Sample consists of teachers 'familiar with or having used ChatGPT in education,' suggesting potential self-selection bias toward those already interested in or experienced with AI tools; No mention of inter-rater reliability or reflexivity procedures typical of qualitative research; No information on whether researchers addressed potential investigator bias or member checking

Limitations

The paper notes that "teachers expressed ambivalence and skepticism toward ChatGPT's pedagogical use" which reflects the nascent stage of AI integration in education
Additionally, the study was limited to a specific sample of teachers familiar with or having used ChatGPT, which may not represent the broader teacher population.

Open questions raised

The study identifies the need for further research on teacher training, institutional support structures, and effective integration strategies for AI in arts education. Future work should address barriers to implementation and develop evidence-based guidelines for responsible AI use in creative subjects.
The authors identify the need for teacher training programs and institutional support systems to facilitate AI integration in arts education. They also suggest future research should focus on developing frameworks for responsible AI use in creative educational contexts.
The authors identify the need for future research on teacher training programs and institutional support mechanisms for responsible AI integration in arts education, though specific gaps are not elaborated in the abstract.

Data: not_statedCode: not_statedExtracted from: pdfAgreement 61%

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