Human-Centered Integration of Artificial Intelligence in Public Schools: Teachers’ Perspectives from Resource-Constrained Aspirational Districts of India

A global discourse on integrating artificial intelligence (AI) in education has increasingly emerged, but much of the existing research has focused on higher education or resource-rich settings. Even though the National Education Policy of India emphasizes preparing students for a technology-driven world, the pedagogical application of technology remains uneven across the country. This study examines the perspectives of K–12 teachers (n = 403) on the integration of AI in resource-constrained public schools across three aspirational districts in India. Using an exploratory quantitative design, a survey method, and voluntary, non-probability sampling, the study examines teachers’ perspectives on four constructs: (1) awareness of AI; (2) perceptions of AI in teaching-learning; (3) challenges to AI integration; and (4) human dimensions of the teacher’s role. The study draws conceptually on the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework. The findings indicate that the four constructs were significantly associated, although the strength and direction of these relationships varied. The teachers viewed AI as a supportive tool, suggesting that they considered it as complementing rather than replacing the teacher’s roles. They emphasized the importance of emotional, moral, interpersonal, ethical, and contextual dimensions of teaching. The findings show that teachers perceive practical usefulness in AI, but they also place considerable importance on the human dimensions of teaching. Overall, the responses indicate a preference for using AI as a assistive tool to teachers, while keeping teacher capacity, human judgement, and the context of teaching at the center of its use.