Navigating the promise and perils of artificial intelligence in primary education: insights from the Iranian context

Abstract

Purpose This study critically investigates the integration of artificial intelligence (AI) into Iranian primary education, highlighting both its transformative potential and context-specific challenges within a centralized and resource-constrained system. Design/methodology/approach Using a qualitative content analysis approach, data were collected through semi-structured interviews with 26 stakeholders, including technology managers, school supervisors, teachers and officials from the Ministry of Education. Findings The analysis revealed ten core themes: AI tools and platforms; educational applications; benefits; technical, pedagogical and socio-ethical challenges; characteristics of primary education settings; privacy and ethical concerns; futures of AI in education; teacher training and professional adaptation; cultural and regional considerations; and AI’s role in fostering creativity. These themes reveal three interconnected dynamics: opportunity-structure tension, contextual mediation and temporal dimension. Originality/value The findings offer contextualized insights into how AI integration can be responsibly and equitably implemented within Iranian primary schools. This research contributes to the global discourse on AI-driven educational transformation by emphasizing the importance of localized strategies and inclusive policy design in non-Western, developing educational contexts.