ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1622240
Assessing Teachers' Readiness and Perceived Usefulness of AI in Education: An Estonian Perspective
Provisionally accepted
- Tallinn University, Tallinn, Estonia
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This study explores teachers' readiness and perceptions regarding the integration of artificial intelligence (AI) tools in education. The study was conducted among 3848 Estonian teachers. Given AI's transformative potential in enhancing teaching effectiveness, automating administrative tasks, and supporting personalized learning, it is critical to assess whether teachers are equipped to effectively utilize these technologies. Utilizing a comprehensive framework informed by humancentered approaches, this research investigates teachers' familiarity, attitudes, perceived usefulness, and readiness to implement AI-driven tools in educational settings. A survey conducted among teachers reveals a balanced perspective characterized by interest, openness, and awareness of both opportunities and potential risks associated with AI. Findings indicate significant predictive relationships between perceived usefulness and readiness, as well as attitudes towards AI tools and actual adoption intentions. Teachers' confidence and perceived relevance of AI in educational contexts emerge as key factors facilitating their willingness to engage with AI technology. Conversely, factors such as AI anxiety and limited training opportunities are identified as barriers to effective implementation. The study underscores the need for targeted professional development programs, ethical guidelines, and policy support to enhance teachers' readiness and facilitate the responsible integration of AI into educational practices.
Keywords: artificial intelligence, readiness, Perceived usefulness, Techologies, AI anxiety
Received: 02 May 2025; Accepted: 29 May 2025.
Copyright: © 2025 Granström and Oppi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Mikk Granström, Tallinn University, Tallinn, Estonia
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