How Ready Teaching Professionals Feel About Integrating Artificial Intelligence (AI) in Their Teaching Practices?

The growing presence of artificial intelligence (AI) in education (AIED) has transformed how learning occurs, mandating teaching professionals to adapt to innovative learning contexts. Against this backdrop, the present study aims to investigate how ready teaching professionals in the Greek context feel about integrating AI systems and tools in their teaching practices while also identifying how the key challenges they perceive compare with relevant studies and global practices. To address the aims of the study, a quantitative research design was implemented, utilizing an electronic questionnaire, consisting of thirty-eight self-report statements, and one open-ended question. Our sample comprised 508 teaching professionals from all levels and types of education (formal and non-formal) in Greece. Data analysis was conducted employing both descriptive and inferential statistics, while data from the open-ended question underwent qualitative analysis. Our findings align with relevant research around the globe suggesting that the readiness of teaching professionals to integrate AIED is a cornerstone in enhancing their self-efficacy when using AI applications in educational settings. Furthermore, it was revealed that while most teaching professionals acknowledge the value of AI in enhancing learning and feel relatively prepared to implement it, they are also wary of the possible detrimental impact of AI on learning processes and the educational experience as a whole.