Teacher Perceptions and Readiness for Integrating AI-powered Learning Platforms into Chinese Classroom Practice

Abstract

The integration of artificial intelligence (AI) into education is transforming teaching and learning, particularly in China, where national strategies have accelerated the deployment of AI-powered learning platforms. These technologies offer personalized instruction and data-driven insights but require significant shifts in pedagogical practice. This study investigates Chinese teachers' perceptions and readiness for adopting AI in classrooms, a critical factor in the success of such innovations. Using a cross-sectional quantitative design with data from 500 K-12 teachers across China, the study reveals a dual reality: while teachers acknowledge the benefits of AI—such as enhanced personalized learning and reduced administrative workload—they express deep concerns over ethical issues like student data privacy and feel unprepared to integrate AI into their pedagogy. Findings highlight a significant gap between positive perceptions and practical readiness, driven by inadequate training, limited institutional support, and insufficient professional development. The study employs theoretical frameworks such as TAM and CBAM to contextualize these findings and recommends comprehensive teacher-centered policies, ethical guidelines, and participatory platform design to ensure responsible and effective AI integration. By foregrounding the human element in technological adoption, this research contributes to the growing discourse on AIEd and provides practical insights for policymakers, developers, and educational leaders seeking to align innovation with teacher empowerment.