A qualitative typology of teachers’ orientations toward artificial intelligence integration in Lebanese schools

Abstract

Abstract Artificial intelligence (AI) is increasingly reshaping educational practices, requiring teachers to develop new competencies while navigating complex ethical considerations. This qualitative study explores the perceptions, practices, and orientations of 28 Lebanese schoolteachers regarding the integration of AI in school settings. Findings indicate that while a majority of participants reported familiarity with AI, only a limited proportion integrated AI into their instructional practices. Reported barriers included insufficient training, lack of institutional support, and concerns related to data privacy and ethical use. The analysis led to the identification of three qualitative orientations toward AI integration—reluctant users, early adopters, and critical skeptics—reflecting differentiated levels of readiness and engagement. The findings highlight the need for context-sensitive, pedagogically grounded, and ethically informed professional development to support sustainable AI integration in education.