Date of Award
2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Baytoram Ramharack Ph.D.
Second Advisor
Jeffery Kane., Ph.D.
Third Advisor
Thomas Dolan, Ed.D.
Abstract
As Artificial Intelligence (AI) rapidly transforms various sectors of society, its implications for secondary education have become increasingly influential. This qualitative dissertation explores how educators in secondary education institutions on Long Island, New York, perceive the influence of Artificial Intelligence as an instructional tool. While Artificial Intelligence offers promise in enhancing lesson planning, differentiation, and teacher efficiency, as an instructional tool into the classroom. The influence of artificial intelligence as an instructional tool also raises significant questions related to student engagement, cognitive development, educational equity, and teacher preparedness. The purpose of this study was to examine these perceptions in order to inform responsible and equitable Artificial Intelligence implementation strategies in education. This study was influenced by Grounded Theory and Phenomenological approaches; the study employed a two-phase design. A survey was distributed to 208 secondary educators across multiple content areas, followed by interviews with six educators from English and Social Studies departments. The research addressed four sub-questions concerning educators’ views on Artificial Intelligence’s benefits and challenges, its impact on instructional practices, the role of professional development, and ethical considerations. The date analysis revealed a pattern of cautious optimism. While the majority of participants acknowledged Artificial Intelligence’s potential to reduce workload and support differentiated instruction, many expressed concerns about student overreliance on Artificial Intelligence, its effect on executive functioning, and its potential to widen educational inequities. Only 35.3% of respondents felt adequately trained to implement Artificial Intelligence in their instruction, while over 79% expressed a desire for further professional development. The study concluded that successful integration of Artificial Intelligence as an instructional tool into secondary education requires strategic planning, inclusive professional learning, ethical oversight, and a commitment to preserving the human elements of teaching. This research contributes to the growing discourse on Artificial Intelligence in education by focusing on teacher perspectives and offering recommendations to guide school leaders, policymakers, and instructional designers in shaping future-ready, equitable learning environments.
Recommended Citation
Nuara, Frank, "SECONDARY EDUCATORS’ PERSPECTIVES ABOUT THE INFLUENCE OF ARTIFICIAL INTELLIGENCE AS AN INSTRUCTIONAL TOOL IN SECONDARY EDUCATION" (2025). Selected Full Text Dissertations, 2011-. 124.
https://digitalcommons.liu.edu/post_fultext_dis/124