Primary School Teachers' Perceptions of Using Generative Artificial Intelligence in Lesson Planning in Liaoning, China

Zheng Liu-Yun; Wang  Yuan

Authors

Zheng Liu-Yun Rattana Bundit University, Bangkok, Thailand
Wang Yuan DaLian University, Liaoning, China

Keywords:

Generative artificial intelligence (GenAI), Teacher perceptions, Lesson planning, Demographic factors, Primary education, Technology integration, Ethical concerns

Abstract

This study investigates primary school teachers' perceptions and attitudes toward the integration of generative artificial intelligence (GenAI) tools in lesson planning within Liaoning Province, China. Employing a quantitative survey approach, the research analyzes how demographic factors - including gender, teaching experience, and educational background - impact teachers' perceived usefulness, ethical concerns, and intention to use GenAI. Results indicate overall positive perceptions and strong intentions among teachers to adopt GenAI technologies, despite moderate ethical concerns. Notably, gender emerged as a significant predictor of perceived usefulness, with female teachers showing higher acceptance than males, whereas teaching experience and educational background demonstrated no significant influence. Additionally, no interaction effects were identified among the demographic variables. The findings highlight the importance of gender-sensitive approaches in professional development programs and suggest broad-based training interventions to effectively integrate GenAI tools in educational practices. Future research should explore psychological and institutional factors to further understand educators' acceptance and effective utilization of AI technologies.

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