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Artificial intelligence (AI) is transforming education through personalized learning, instructional support, and task automation, with teachers playing a critical role in its adoption. This content analysis synthesizes 14 studies published from 2023–2025 examining teachers’ perceptions, adoption, and experiences with AI-driven technologies. Findings indicate that teachers generally hold positive but cautious attitudes toward AI, recognizing its potential to improve instructional efficiency, personalized learning, feedback, differentiation, and lesson planning. Adoption is influenced by perceived usefulness, AI literacy, institutional support, and pedagogical beliefs, while ethical concerns, uncertainty, and limited training contribute to resistance. Most studies used quantitative methods and focused on higher education, revealing a need for additional qualitative and classroom-based K–12 research. The Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT) were the most common theoretical frameworks, with limited use of pedagogically focused models such as TPACK. Findings underscore the importance of teacher training, supportive institutional policies, and pedagogically grounded approaches to effective AI integration.
Keywords: content analysis, Artificial intelligence, teachers’ perceptions, AI adoption
How to Cite: Ayubian, S. , Shahsavari, V. , Khamisani, N. , Wiafe, E. & Clark, J. (2026) “Teachers’ Perceptions, Adoption and Integration of AI: A Content Analysis”, Educational Considerations. 51(3). doi: https://doi.org/10.4148/edconsiderations.20916
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