Case ReportPublished survey study2025
AAB-CASE-2025-RV-046
Attitudes, perceptions and AI self-efficacy in K-12 education
CAEAI; Halmstad / Stockholm University; teachers and AI chatbots.
This page documents an AI literacy or AI education case for registry purposes. It is descriptive and does not imply AAB endorsement of any specific tool, provider, or intervention.
01
Implementation
Universities
02
Learning context
In-school (K–12)
03
AI role
Tutor
04
Outcome signal
Self-efficacy
Registry Facets
0
Education Level
- K-12
Subject Area
- Teacher professional development
- AI literacy
Use Case Type
- Survey research
Stakeholder Group
- Teachers
AI Capability Type
- LLM/Chat
Implementation Model
- System-level guidance
Evidence Type
- Pre/post
Outcomes Domain
- Self-efficacy
- Attitudes
Implementing Organization
1
Organization Type
Universities
Location
Sweden
Primary Facilitator Role
Researchers
Learning Context
2
Setting Type
- In-school (K–12)
Session Format
Online survey and poll
Duration
Cross-sectional
Group Size
312 survey; 406 poll
Devices
AI chatbots (topic)
Constraints
- Self-report
- Swedish context
- Rapid tool change
Learner Profile
3
Age Range
K-12 teaching workforce
Prior AI Exposure Assumed
Heterogeneous
Prior Programming Background Assumed
Varies
Educational Intent
4
Primary Learning Goals
- Measure AI self-efficacy and attitudes toward chatbots
- Link readiness to use, relevance, and support
Secondary Learning Goals
- Inform PD and policy for teacher competence
What This Was Not
- Not a classroom intervention RCT
AI Tool Description
5
Tool Type
AI-driven educational chatbots (general class)
AI Role
- Tutor
- Automation tool
Languages
Swedish / English (implied)
User Interaction Model
- Teachers envisage in- and out-of-class use
Safeguards
- Balance cheating concerns with support and time savings
- Institutional support for responsible adoption
Activity Design
6
Activity Flow
- Instrument design
- Recruitment
- Analysis
Human Vs AI Responsibilities
- Teachers remain accountable for pedagogy and integrity
Scaffolding Strategies
- Targeted PD aligned to self-efficacy gaps
Observed Challenges
7
Educators Reported
- Positive potential vs uneven self-efficacy
- Need for internal support structures
Design Adaptations
8
Adaptations
- Implications for curriculum developers and policymakers
Reported Outcomes
9
Engagement
Learning Signals
- Teachers broadly positive on potential; self-efficacy varies
Educators Reflection
Highlights PD priorities for chatbot integration.
Ethical & Privacy Considerations
10
Privacy
- Aggregate survey privacy
- Voluntary participation
Evidence Type
11
Evidence
- Post assessment
- Practitioner observation
Relevance to Research
12
Potential Research Use
- Longitudinal PD outcome studies
- Link self-efficacy to classroom practice observations
Relevant Research Domains
- Teacher AI readiness
- Educational chatbots
Case Status
13
Case Status
- Completed
AAB Classification Tags
14
Age
Adults (teachers)
Setting
K-12 Sweden
AI Function
Chatbot integration readiness
Pedagogy
Survey evidence
Risk Level
Medium (integrity if misused)
Data Sensitivity
Medium
Registry Metadata
15
Case ID
AAB-CASE-2025-RV-046
Publication Status
Published survey study
Tags
caseK-12SwedenSystem-level guidanceLLM/ChatTeacher professional developmentAI literacySurvey research