Publication Date
Spring 5-3-2026
Document Type
Student Project
First Advisor
Koss, Melanie
Degree Name
B.S.Ed. (Bachelor of Science in Education)
Department
Department of Curriculum and Instruction (CI)
Abstract
GenAI has experienced rapid growth and controversy over its benefits, drawbacks, and ethicality in education. This study examines Illinois educators’ attitudes and classroom use of GenAI across middle school, high school, and higher education. Data was collected through a digital survey containing both quantitative and short-answer questions, yielding 330 respondents who were practicing teachers, along with five supplemental interviews. Preliminary results show that respondents ages 20–29 reported the highest understanding of how to use GenAI yet were also the most likely to express ethical discomfort, with 45.9% disagreeing that they feel comfortable using it ethically. While responses varied, educators generally viewed student use of GenAI more negatively and fearfully than teacher use. These findings deepen understanding of teachers’ current views and practices with this emerging technology and highlight the need for clearer guidance, professional learning, and policy development to support ethical GenAI integration.
Recommended Citation
Stowers, Rachel, "Educator Perceptions and Uses of Generative Artificial Intelligence (GenAI) in Middle Level, Secondary, and Higher Education Classrooms" (2026). Honors Capstones. 1612.
https://huskiecommons.lib.niu.edu/studentengagement-honorscapstones/1612
Included in
Educational Technology Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education and Teaching Commons
