This study explores Indonesian teachers' awareness and acceptance of Artificial Intelligence (AI) within Smart Learning Environments (SLEs). Although AI holds great promise for personalizing learning and enhancing educational outcomes, its widespread adoption continues to face hurdles such as digital literacy gaps and infrastructural limitations. A survey was conducted among teachers from various provinces who had practical experience with AI tools like ChatGPT, Gemini, and Copilot. The findings highlight that teachers' awareness is strongly influenced by their understanding of basic AI concepts, while acceptance hinges on perceived usefulness, ease of use, and ethical considerations. Notably, teachers exhibited high levels of both awareness and acceptance, with no significant differences detected across demographic groups. Building on these results, the study further highlights the urgent need for targeted professional development programs and inclusive educational policies to pave the way for seamless AI integration in schools. By shedding light on both the current perceptions and the challenges that hinder adoption, this research offers valuable insights for crafting more effective, teacher-centered strategies to advance AI implementation within Indonesia's educational landscape.
Paper
Full text
AI for Smart Learning Environments: A Survey of Awareness and Acceptance Teachers
Semantic Scholar · 2025
Abstract
This study explores Indonesian teachers' awareness and acceptance of Artificial Intelligence (AI) within Smart Learning Environments (SLEs). Although AI holds great promise for personalizing learning and enhancing educational outcomes, its widespread adoption continues to face hurdles such as digital literacy gaps and infrastructural limitations. A survey was conducted among teachers from various provinces who had practical experience with AI tools like ChatGPT, Gemini, and Copilot. The findings highlight that teachers' awareness is strongly influenced by their understanding of basic AI concepts, while acceptance hinges on perceived usefulness, ease of use, and ethical considerations. Notably, teachers exhibited high levels of both awareness and acceptance, with no significant differences detected across demographic groups. Building on these results, the study further highlights the urgent need for targeted professional development programs and inclusive educational policies to pave the way for seamless AI integration in schools. By shedding light on both the current perceptions and the challenges that hinder adoption, this research offers valuable insights for crafting more effective, teacher-centered strategies to advance AI implementation within Indonesia's educational landscape.