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A STUDY OF AWARENESS AMONG TEACHERS REGARDING THE USE OF AI TOOL IN CLASSROOM TEACHING

AUTHORS:
Sheetal Gangwar
Mentor
Dr. Sarah Basu
Affiliation
DOI: 10.55041/ijsmt.v2i5.097
CC BY 4.0 License:
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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Abstract

The fast growth of Artificial Intelligence (AI) has greatly affected education by changing the way teaching and learning take place how teachers perform their professional work. In the present study, the researchers adopted a descriptive research design to examine the level of awareness among teachers regarding the use of AI tools in classroom teaching. Sample of 100 teachers for the study was taken from the senior secondary schools of Bareilly district. A self-made questionnaire was used by researchers to collect the data. The findings indicate that while teachers are generally aware of basic AI applications such as automated content generation, assessment support, and digital learning platforms, variations exist in the depth of understanding and practical usage of AI tools. Factors such as training opportunities, technological skills and institutional support were found to influence awareness levels. The study contributes to understanding the emerging role of AI in education and emphasize the importance of digital literacy among educators in the evolving educational landscape.

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PUBLICATION DETAILS
Review Type:
Double-Blind Peer Review
License:
CC BY-NC 4.0
Volume/Issue:
Volume 02, Issue 05
Review Rounds:
2
Article Type:
Research Article
Publication Date:
May 08 2026
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Gangwar, S. (2026). A Study of Awareness Among Teachers Regarding the use of AI Tool in Classroom Teaching. International Journal of Science, Strategic Management and Technology, 02(05). https://doi.org/10.55041/ijsmt.v2i5.097

Gangwar, Sheetal. "A Study of Awareness Among Teachers Regarding the use of AI Tool in Classroom Teaching." International Journal of Science, Strategic Management and Technology, vol. 02, no. 05, 2026, pp. . doi:https://doi.org/10.55041/ijsmt.v2i5.097.

Gangwar, Sheetal. "A Study of Awareness Among Teachers Regarding the use of AI Tool in Classroom Teaching." International Journal of Science, Strategic Management and Technology 02, no. 05 (2026). https://doi.org/https://doi.org/10.55041/ijsmt.v2i5.097.

References
1.Aliyu, F. (2024). Teachers’ Awareness and Perception on Utilization of Artificial Intelligence as a Tools for Teaching and Learning of Chemistry at Secondary Schools in Sokoto State.Rima International Journal of Education,3 (4), 169-179.

2.Chandran, T. R., & Sasikala, J. E. M. (2026). Awareness of Artificial Intelligence among School Teachers for Effective Classroom Learning. Asian Journal of Education and Social Studies, 52(4), 150–155. https://doi.org/10.9734/ajess/2026/v52i42949

3.GoI (2021). National Education Policy 2020. Ministry of Human Resource Development, Government of India.

4.Güneyli, A., Burgul, N. S., Dericioğlu, S., Cenkova, N., Becan, S., Şimşek, Ş. E., & Güneralp, H. (2024). Exploring Teacher Awareness of Artificial Intelligence in Education: A Case Study from Northern Cyprus. European Journal of Investigation in Health, Psychology and Education, 14(8), 2358-2376. https://doi.org/10.3390/ejihpe14080156

5.Marrone, R., Zamecnik, A., Joksimovic, S., Johnson, J., & De Laat, M. (2025). Understanding student perceptions of artificial intelligence as a teammate. Technology, Knowledge and Learning, 30(3), 1847-1869.

6.Parthiban, V. (2024). A Study on Awareness of Artificial Intelligence (AI) Tools among Prospective Teachers of Namakkal District, International Journal of Innovative Science and Research Technology, 9 (7), 2052-2055. https://doi.org/10.38124/ijisrt/IJISRT24JUL1812

7.Shi, R. (2024). Research on the Current Situation of Artificial Intelligence Literacy of Teacher Trainees and Strategies to Improve It. Advances in Educational Technology and Psychology, Vol. 8: 126-133. DOI: http://dx.doi.org/10.23977/aetp.2024.080116.

 
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This article has undergone plagiarism screening and double-blind peer review. Editorial policies have been followed. Authors retain copyright under CC BY-NC 4.0 license. The research complies with ethical standards and institutional guidelines.
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