FORMOSA NEWS - Makassar - Artificial intelligence is no longer a futuristic concept in education. A 2026 study published in the Asian Journal of Applied Education shows that secondary school teachers are actively adapting their teaching practices to integrate AI, reshaping how students learn and how teachers define their professional roles. The research was conducted by Syarifuddin of Sekolah Tinggi Ilmu Ekonomi YPUP Makassar, together with Pierre Marcello Lopulalan and Rudi Harun from Politeknik Pelayaran Banten, Indonesia. Their findings matter because they highlight both the promise and the challenges of AI in classrooms at a time when schools worldwide are accelerating digital transformation.
The study examined how teachers use
artificial intelligence tools in everyday learning, assessment, and classroom
management. It found that while many teachers have begun to use AI to support
student learning, deeper pedagogical transformation depends heavily on
teachers’ digital skills and institutional support from schools and
policymakers.
Why AI in Secondary Education Matters
Across Asia and beyond, governments
are promoting artificial intelligence as a driver of innovation, economic
competitiveness, and workforce readiness. In education, AI-powered tools such
as adaptive learning platforms, automated assessments, and virtual assistants
are increasingly common. Secondary schools sit at a critical intersection:
students are developing higher-order thinking skills, preparing for further
education or employment, and forming attitudes toward technology that will
shape their futures.
Yet technology alone does not improve
learning. International debates on education policy stress that teachers remain
central to meaningful learning, even in AI-rich environments. Without
pedagogical adaptation, AI risks becoming a superficial add-on rather than a
tool that genuinely enhances student understanding, equity, and engagement.
How the Research Was Conducted
The Indonesian research team used a
mixed-methods approach, combining quantitative surveys with qualitative
interviews and classroom observations. The study involved secondary school
teachers from multiple subjects who had at least three years of teaching
experience and had already used AI-based tools in their work.
Teachers completed questionnaires
measuring how they adapt learning strategies, assessments, classroom
management, and professional decision-making when using AI. Follow-up interviews
and observations provided deeper insight into teachers’ real classroom
experiences, challenges, and innovations. This approach allowed the researchers
to identify broad patterns while also capturing teachers’ voices directly.
Key Findings at a Glance
The study found that teachers’ overall pedagogical adaptation to AI falls in the medium-to-high range, but with important differences across teaching practices:
- AI-based learning strategies scored highest. Teachers commonly use AI to support student-centered learning, digital materials, and interactive activities.
- Assessment practices are evolving. Many teachers rely on AI for formative assessments, such as online quizzes and automated feedback, to monitor student progress.
- Classroom management and data-driven decision-making lag behind. Fewer teachers use AI to guide broader pedagogical decisions or manage classroom dynamics.
- Digital competence matters. Teachers with stronger digital skills are more confident and creative in using AI beyond basic functions.
- Institutional support is critical. Schools that provide training, infrastructure, and clear policies enable teachers to experiment and innovate with AI.
The data show that most teachers are
still using AI at an operational level, rather than as a transformative
pedagogical tool.
Teachers’ Voices from the Classroom
Interviews revealed how professional
training shapes teachers’ confidence. One participant explained that prior
exposure to educational technology training changed how they viewed AI: instead
of seeing it as a gadget, they began to treat it as part of a teaching
strategy. Another teacher described using AI to adjust question difficulty and
provide early feedback tailored to students’ abilities.
Institutional context also made a
clear difference. Teachers working in supportive school environments reported
feeling free to experiment with AI, supported by peer discussions and
leadership encouragement. In contrast, those without training or clear guidance
said they limited AI use to basic tasks, such as preparing materials, due to
uncertainty and fear of violating school policies.
Implications for Education Policy and
Practice
The findings have direct implications
for education systems grappling with rapid technological change. First,
professional development programs need to go beyond technical training and
focus on pedagogical AI literacy. Teachers must understand not only how AI
works, but how it can ethically support learning goals.
Second, school leadership and
policymakers play a decisive role. Clear policies, sustained training, and
equitable access to infrastructure can reduce gaps between schools and ensure
that AI benefits all students, not just those in well-resourced environments.
Finally, the study highlights a shift
in teacher identity. As AI takes over routine tasks such as grading or data
analysis, teachers increasingly act as facilitators, learning designers, and
ethical decision-makers. This shift reinforces, rather than diminishes, the human
role in education.
As Syarifuddin of Sekolah Tinggi Ilmu
Ekonomi YPUP Makassar notes, teachers who understand AI pedagogically “do not
see it merely as a tool, but as part of a broader teaching strategy that
supports meaningful learning.” This perspective underscores the study’s central
message: artificial intelligence can enhance education, but only when guided by
skilled, reflective, and well-supported teachers.
Author Profiles
Syarifuddin is
a lecturer at Sekolah Tinggi Ilmu Ekonomi YPUP Makassar, Indonesia,
specializing in educational innovation and digital pedagogy.
Pierre Marcello Lopulalan is affiliated with Politeknik
Pelayaran Banten, Indonesia, with expertise in applied education and
instructional development.
Rudi Harun is also a lecturer at Politeknik Pelayaran
Banten, focusing on teacher professional development and technology
integration.
Source
Article title: Teachers'
Pedagogical Adaptation in the Use of Artificial Intelligence in Secondary
School Learning
Journal: Asian
Journal of Applied Education
Publication year:
2026
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