Graduate-Level Training and Its Impact on Teachers' Use of AI Technologies In the Classroom

Artificial intelligence (AI) is increasingly transforming modern education by enhancing teaching strategies, improving efficiency, and supporting personalized learning. As schools adopt more digital tools, teachers are expected to integrate AI technologies into their instructional practices effectively. This study examines the impact of graduate-level training on teachers’ integration of artificial intelligence (AI) technologies into classroom instruction. Using a quantitative descriptive-correlational design, the research involved 30 teachers who were currently enrolled in graduate programs and actively teaching. Data were collected using a structured questionnaire that assessed respondents’ demographic profiles, level of AI integration, influence of graduate training, and challenges encountered in using AI. Descriptive and inferential statistics were used to analyze the data. The findings revealed that teachers demonstrated a moderate level of AI integration and innovative teaching practice. Graduate-level training was found to have a moderate influence on the use of AI technologies, with a statistically significant moderate positive relationship identified between training and AI integration. However, no significant difference was observed when respondents were grouped according to their graduate level, suggesting that exposure to graduate education, rather than the degree attained, contributes to AI adoption. Teachers also reported moderate challenges, particularly in terms of limited training, access to AI tools, and confidence in their implementation. The study concludes that while graduate-level training supports AI integration, enhanced professional development and institutional support are necessary to maximize its effectiveness in education settings.