School teachers in Germany and Denmark: a comparative study of self-efficacy and distinct profiles in using Artificial Intelligence for teaching and learning
Research output: Journal contributions › Journal articles › Research › peer-review
Standard
In: Journal of Research on Technology in Education, 29.10.2025.
Research output: Journal contributions › Journal articles › Research › peer-review
Harvard
APA
Vancouver
Bibtex
}
RIS
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
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 - Educational science
KW - Artificial intelligence
KW - teachers
KW - germany
KW - denmark
KW - AI self-efficacy
KW - Latent profile analysis
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 -