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

Artificial Intelligence (AI) is rapidly transforming the educational landscape by enhancing instructional practices, supporting personalized learning, and improving teaching efficiency. As these technologies become increasingly integrated into classrooms, the role of teacher preparation—particularly through graduate-level training—has gained significant importance. This study examines the influence of graduate-level training on teachers’ integration of Artificial Intelligence (AI) technologies in classroom instruction. A quantitative descriptive-correlational research design was employed, involving 30 teachers who were simultaneously engaged in graduate studies and active teaching. Data were collected using a structured questionnaire and analyzed through descriptive statistics, t-test, and Pearson’s correlation coefficient. Findings revealed that teachers demonstrated a moderate level of AI integration, primarily utilizing AI tools for lesson planning and instructional support rather than for assessment or full classroom implementation. Innovative teaching practices and the perceived influence of graduate training were also rated at a moderate level. Teachers reported moderate challenges, particularly in terms of limited training opportunities, restricted access to AI technologies, and uncertainty regarding their effective use in instructional contexts. The results further indicated no significant difference in AI integration when teachers were grouped according to graduate level. However, a statistically significant moderate positive relationship was found between graduate-level training and AI integration, suggesting that advanced education enhances teachers’ technological competence and confidence. The study concludes that while graduate-level training supports AI integration, effective implementation requires continuous professional development, access to resources, and strong institutional support.