Friend, tool, or threat? High school students’ and teachers’ perspectives on AI in learning

Bibliographic Data

ID21632176
AuthorsThseen Nazir (0000-0002-5541-7749, Ibn Haldun University, corresponding author), Ayşe Özçiçek Nazir (0000-0001-7722-2531, Ibn Haldun University)
Year2026
Volume34
Issue1
Pages429-446
Publication date2026-01-02
Open AccessNo
TypeARTICLE
VenueInteractive Learning Environments (JOURNAL)
Journal identifiersISSN: 1049-4820 • E-ISSN: 1744-5191
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10494820.2025.2591858
OpenAlexW4416996082
LanguageEN
References cited48

Artificial Intelligence (AI) is increasingly embedded in secondary education, yet its impact on high school students and teachers remains underexplored. This study employed a sequential explanatory mixed-methods design to investigate AI adoption, attitudes, and concerns among 545 students and 24 teachers in Kashmir, India. Quantitative results, grounded in the Technology Acceptance Model and Sociocultural Learning Theory, showed that sociocultural and self-perceived learning emerged as the strongest predictors of positive attitudes, followed by ease of use and usefulness, while ethical concerns had a minor negative influence. Qualitative interviews revealed optimism about AI’s potential but highlighted risks related to plagiarism, over-reliance, and assessment authenticity. Findings point to the need for AI literacy, ethical training, and clear institutional policies to guide responsible integration. This study contributes one of the first comprehensive accounts of adolescent and teacher perspectives on AI in high school learning, offering evidence-based recommendations for pedagogy and policy

Educational technology · Explanatory model · Grounded theory · Qualitative research · Semi-structured interview · Sociocultural evolution · Technology integration · Ethics and Social Impacts of AI · Online Learning and Analytics · Teaching and Learning Programming

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