The Visual Art Education (VAE) Teacher’s Readiness, Perception and Attitude toward Integrating Artificial Intelligence (AI) Technology in Art Classrooms

The emergence and presence of Artificial Intelligence (AI) technology has gained popularity in many areas of human lives, including the education system. Since the technology’s inclusion, numerous studies have indicated AI technology through its benefits and positive impact on the teaching and learning process. However, teachers’ perceptions and perspectives on the benefits associated with AI technology are crucial in ensuring its successful integration. Teachers’ pragmatic decisions on how they will benefit from AI technology will influence their willingness to integrate it into their teaching process. This matter becomes more significant looking at the need for AI technology in Visual Art Education (VAE) subject area that emphasizes the development and translation of creative and innovative ideas in the production of works of art. To date, there are limited published studies that address similar issues, especially in the local context of Malaysia and the VAE subject area. Considering the above statements, the present study aims to examine the VAE teachers’ readiness, perception, and attitude toward integrating AI in art classrooms. The study was conducted through the distribution of a survey questionnaire to 253 VAE teachers from 43 public secondary schools in Selangor, Malaysia. Findings from the study informed that the VAE teachers’ current usage and readiness toward integrating AI technology is at a moderate level, although they did post a positive perception and attitude toward its integration into art classrooms. Based on the research findings, this study will suggest several mechanisms that need to be implemented either by the government, school administration, or teachers themselves to ensure that AI technology will be integrated more effectively, creatively, and innovatively.