Analysis of elementary school teachers' perceptions of the changes AI digital textbooks will bring to classes

Objectives This study aims to analyze the types of elementary school teachers’ perceptions of the changes AI digital textbooks will bring to classes and the characteristics of each type. Methods Q methodology was used as a research method. Q statements were derived through processes such as literature research and in-depth interviews, and Q classification was conducted based on the derived statements according to the research process of the Q method. A total of four types were derived, and the types were named based on the statements classified by type and the specific responses of the research participants. Results The research results showed that the types of elementary school teachers’ perceptions of the changes AI digital textbooks will bring to classes were ‘increased concerns about controlling the class environment’, ‘positive changes in classes based on teacher competency’, ‘use as an auxiliary tool for customized individual learning’, and ‘expanding classes to enhance digital competency’. Conclusions In order for AI digital textbooks to be used positively in classes, it is necessary to present a post-management plan for the digital environment, continuously improve the functions of AI digital textbooks, disseminate teaching methods and contents for enhancing digital capabilities, enhance AI digital textbook training, and clarify the instrumental nature of AI digital textbooks.