TY - JOUR

T1 - School teachers in Germany and Denmark: a comparative study of self-efficacy and distinct profiles in using Artificial Intelligence for teaching and learning

AU - Mah, Dana-Kristin

AU - Groß, Nele

AU - Dalsgaard, Christian

AU - Prilop, Christopher Neil

N1 - Publisher Copyright: © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

PY - 2025/10/29

Y1 - 2025/10/29

N2 - This paper provides insights into the perspectives of school teachers (N = 532) on the subject of Artificial Intelligence (AI) in Germany (n = 256) and Denmark (n = 276), focusing on their perceptions, AI self-efficacy, and distinct teacher profiles. Teachers in Germany recognized the usefulness of AI tools for individualized learning more strongly than teachers in Denmark. Furthermore, teachers in Germany consistently reported higher levels of AI self-efficacy. Latent class analysis yielded four distinct school teacher profiles: (rather) optimistic, (rather) critical, critically reflected, and ambiguous. These profiles exhibited differences among teachers in Germany and Denmark. The findings indicate that the educational systems impact teachers’ perceptions and AI self-efficacy differently, which needs to be considered for targeted interventions. The distinct teacher profiles provide an opportunity to develop tailored interventions to ensure responsible adoption.

AB - This paper provides insights into the perspectives of school teachers (N = 532) on the subject of Artificial Intelligence (AI) in Germany (n = 256) and Denmark (n = 276), focusing on their perceptions, AI self-efficacy, and distinct teacher profiles. Teachers in Germany recognized the usefulness of AI tools for individualized learning more strongly than teachers in Denmark. Furthermore, teachers in Germany consistently reported higher levels of AI self-efficacy. Latent class analysis yielded four distinct school teacher profiles: (rather) optimistic, (rather) critical, critically reflected, and ambiguous. These profiles exhibited differences among teachers in Germany and Denmark. The findings indicate that the educational systems impact teachers’ perceptions and AI self-efficacy differently, which needs to be considered for targeted interventions. The distinct teacher profiles provide an opportunity to develop tailored interventions to ensure responsible adoption.

KW - AI self-efficacy

KW - Artificial intelligence

KW - Denmark

KW - Germany

KW - latent profile analysis

KW - teachers

KW - Educational science

UR - https://www.scopus.com/pages/publications/105020592827

U2 - 10.1080/15391523.2025.2577302

DO - 10.1080/15391523.2025.2577302

M3 - Journal articles

JO - Journal of Research on Technology in Education

JF - Journal of Research on Technology in Education

SN - 1539-1523

ER -