The Integration of Artificial Intelligence in Primary Education: Investigating Teachers' Perceptions, Readiness, and Challenges, and the Implications for their Professional Development

This study aims to thoroughly investigate the perceptions, self-perceived readiness, and existing attitudes of primary education teachers towards the integration of Artificial Intelligence (AI) into their pedagogical practice, recognizing their crucial contribution. Conducted with a quantitative methodology on a sample of five hundred teachers, the study reveals a moderate level of readiness, with only 25% expressing a high degree of confidence. Insufficient professional training and limited access to relevant tools and infrastructure emerge as major challenges, constituting systemic obstacles. While teachers acknowledge the potential benefits of AI for learning, they simultaneously express significant concerns regarding its impact. The findings underscore the urgent need for strategic planning and the implementation of targeted professional development programs. These must encompass not only the necessary technical proficiency but also the essential pedagogical and ethical dimensions of AI, shaping a cohesive supportive framework for the responsible and equitable utilization of AI in the education of the future.