School teachers in Germany and Denmark

A comparative study of self-efficacy and distinct profiles in using Artificial Intelligence for teaching and learning

Dados Bibliográficos

ID21744166
AutoresDana-Kristin Mah (0009-0004-2106-2216, Leuphana University of Lüneburg, autor correspondente), Nele Groß (0009-0008-1372-5760, Leuphana University of Lüneburg), Christian Dalsgaard (0000-0001-9042-6512, Aarhus University), Christopher Neil Prilop (0000-0001-9629-4127, Aarhus University)
Ano2025
Páginas1-19
Data de publicação2025-10-29
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Research on Technology in Education (JOURNAL)
Identificadores do periódicoISSN: 1539-1523 • E-ISSN: 1945-0818
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15391523.2025.2577302
OpenAlexW4415676374
IdiomaEN
Referências citadas48

This paper provides insights into the perspectives of school teachers (N = 532) on the subject of Artificial Intelligence (AI) in Germany (n = 256) and Denmark (n = 276), focusing on their perceptions, AI self-efficacy, and distinct teacher profiles. Teachers in Germany recognized the usefulness of AI tools for individualized learning more strongly than teachers in Denmark. Furthermore, teachers in Germany consistently reported higher levels of AI self-efficacy. Latent class analysis yielded four distinct school teacher profiles: (rather) optimistic, (rather) critical, critically reflected, and ambiguous. These profiles exhibited differences among teachers in Germany and Denmark. The findings indicate that the educational systems impact teachers’ perceptions and AI self-efficacy differently, which needs to be considered for targeted interventions. The distinct teacher profiles provide an opportunity to develop tailored interventions to ensure responsible adoption

Educational technology · Latent class model · Perception · School teachers · Teacher education · Teaching method · Ethics and Social Impacts of AI · Online Learning and Analytics · Teaching and Learning Programming