Systematic review of qualitative studies exploring K-12 teachers’ perceptions and experiences of using ChatGPT

ChatGPT is a widely accessible generative artificial intelligence tool that produces original content and engages in human-like dialogue. Although qualitative studies have examined K-12 teachers’ perceptions and experiences of using ChatGPT, these findings have not been synthesized. Therefore, the purpose of this study was to systematically identify, appraise, and synthesize qualitative evidence on K-12 teachers’ perceptions and experiences of using ChatGPT. We conducted a qualitative systematic review following the Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) guidelines. ERIC, Education Full Text, Scopus, and IEEE Xplore were searched on January 2, 2025, with the publication window limited to 2022–2024. Study quality was appraised using the Critical Appraisal Skills Programme (CASP) checklist, and findings were synthesized using thematic synthesis . Fourteen peer-reviewed articles met inclusion criteria, representing 515 teachers. Three analytical themes emerged: (a) ChatGPT as a Partner for Teacher Efficiency and Reflective Growth, (b) Personalized Learning Through ChatGPT and the Rise of Prompt Literacy, and (c) Ethical and Relational Dynamics of Human–AI Collaboration. Teachers viewed ChatGPT as a supportive tool that enhances lesson planning, feedback, and instructional ideas without replacing human teaching, while noting risks related to accuracy, bias, privacy, academic integrity, and student overreliance. Teachers emphasized the need for clear policies, professional development, and stakeholder engagement. These findings suggest ChatGPT may enhance teacher efficiency and instructional adaptation when guided by professional judgment and ethical safeguards. Limitations include English-language, peer-reviewed studies and ChatGPT’s rapid evolution. Future research should update this synthesis to reflect ongoing developments.