AI evidence extraction

Integrating Generative AI in Primary English Material Design: Insights from Indonesian Teachers’ Perceptions

Tommy Hastomo, Utami Widiati, Francisca Maria Ivone, Evynurul Laily Zen · Revija za elementarno izobraževanje · 2026

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

6/10

Relevance

1/4

Quality (LMQS)

Evidence

Citations

0.00

FWCI

This is an AI analysis. Read the peer-reviewed original at the publisher: https://doi.org/10.18690/rei5409

Methodology & findings

Study design

Qualitative exploratory study using interviews and document analysis with 20 certified Indonesian primary school teachers

Sample

N = 20, 1 group

Main result

The study found that "GenAI is valued for enhancing efficiency and personalization, especially in creating worksheets, reading texts, grammar tasks, and vocabulary lists." However, "concerns emerged regarding pedagogical integration, ethical use, and lack of training," indicating that while teachers recognize AI's potential, significant barriers to effective implementation exist.

Reports effect sizes.

Research paradigm

Qualitative/Interpretivism

Author conclusions

The authors conclude that "The study underscores the urgent need for continuous, practice-based teacher training to develop AI literacy and ensure that GenAI supports, rather than replaces, instructional decision-making." This highlights the importance of proper training and pedagogical integration of generative AI in educational contexts.

Risk of bias

Selection bias: Only 20 certified teachers sampled; no information on sampling method or representativeness; Confounding: Teachers' perceptions shaped by prior professional development experiences; No control or comparison group mentioned; Potential social desirability bias in interview responses regarding AI adoption; Selection bias: Sample limited to 20 certified Indonesian teachers, potentially excluding uncertified teachers or those from other contexts; Potential response bias in teacher perceptions regarding AI use; Limited geographic/cultural diversity within Indonesian context; Selection bias: Only 20 certified teachers sampled, potential self-selection of participants willing to discuss AI integration; Potential interviewer bias in data collection; Geographic/contextual limitation to Indonesian teachers only; No control group or comparison condition

Open questions raised

The authors identify the need for continuous, practice-based teacher training to develop AI literacy and ensure appropriate pedagogical integration of GenAI in instructional decision-making.
Need for continuous, practice-based teacher training programs
Development of AI literacy among educators
Strategies to ensure GenAI supports rather than replaces instructional decision-making
Ethical frameworks for AI use in educational material design
The authors identify the need for continuous, practice-based teacher training programs and further research on effective pedagogical integration of GenAI in primary English instruction.

Data: not_statedCode: not_statedExtracted from: pdfAgreement 67%

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