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Exploring Teachers' Awareness and Perceptions of ChatGPT in K-12 STEM Education

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Title: Exploring Teachers' Awareness and Perceptions of ChatGPT in K-12 STEM Education
Language: English
Authors: Segun Timothy Ajose (ORCID 0009-0002-8508-5789), Olukayode Emmanuel Apata (ORCID 0000-0003-0826-1291), Glory Onize Saidu (ORCID 0009-0006-9457-6917), Ehimwenma S. Orobator (ORCID 0009-0005-4621-0024)
Source: International Journal of Technology in Education. 2026 9(1):260-278.
Availability: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Teacher Attitudes, Artificial Intelligence, STEM Education, Teaching Experience, Correlation, Value Judgment, Technology Integration, Foreign Countries, Teacher Characteristics
Geographic Terms: United States, New Zealand, India, South Africa, Canada, Ireland, United Kingdom (England), United Kingdom, Netherlands, Australia
ISSN: 2689-2758
Abstract: Despite AI's potential as an effective educational tool, there are still unresolved questions about teachers' awareness of and perception regarding the impact of AI tools such as ChatGPT for teaching STEM content in a meaningful, ethical, and effective manner. This study explored teachers' awareness and perceived impact of ChatGPT on teaching STEM content in K-12 and how these factors are related to their years of teaching experience. The study used secondary data sourced from a reputable online database. After the cleaning and selection process, only data from fifty-seven K-12 educators who met the inclusion criteria were identified and drawn from the larger dataset comprising 321 educators at all levels. The study revealed that most STEM teachers are aware of ChatGPT, but only a few use it extensively. They perceived ChatGPT's impact and support for teaching STEM content as minimal. Additionally, the study showed that there was no significant relationship between teachers' years of teaching experience and their awareness and perception of the impact of ChatGPT for teaching STEM content. The study recommends the need for professional development to strengthen teachers' ethical and pedagogical use of ChatGPT, thereby supporting more positive perceptions of its impact in STEM education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494175
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Exploring Teachers' Awareness and Perceptions of ChatGPT in K-12 STEM Education
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  Data: <searchLink fieldCode="AR" term="%22Segun+Timothy+Ajose%22">Segun Timothy Ajose</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-8508-5789">0009-0002-8508-5789</externalLink>)<br /><searchLink fieldCode="AR" term="%22Olukayode+Emmanuel+Apata%22">Olukayode Emmanuel Apata</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0826-1291">0000-0003-0826-1291</externalLink>)<br /><searchLink fieldCode="AR" term="%22Glory+Onize+Saidu%22">Glory Onize Saidu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-9457-6917">0009-0006-9457-6917</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ehimwenma+S%2E+Orobator%22">Ehimwenma S. Orobator</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-4621-0024">0009-0005-4621-0024</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education%22"><i>International Journal of Technology in Education</i></searchLink>. 2026 9(1):260-278.
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  Data: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
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  Data: Despite AI's potential as an effective educational tool, there are still unresolved questions about teachers' awareness of and perception regarding the impact of AI tools such as ChatGPT for teaching STEM content in a meaningful, ethical, and effective manner. This study explored teachers' awareness and perceived impact of ChatGPT on teaching STEM content in K-12 and how these factors are related to their years of teaching experience. The study used secondary data sourced from a reputable online database. After the cleaning and selection process, only data from fifty-seven K-12 educators who met the inclusion criteria were identified and drawn from the larger dataset comprising 321 educators at all levels. The study revealed that most STEM teachers are aware of ChatGPT, but only a few use it extensively. They perceived ChatGPT's impact and support for teaching STEM content as minimal. Additionally, the study showed that there was no significant relationship between teachers' years of teaching experience and their awareness and perception of the impact of ChatGPT for teaching STEM content. The study recommends the need for professional development to strengthen teachers' ethical and pedagogical use of ChatGPT, thereby supporting more positive perceptions of its impact in STEM education.
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  Data: 2026
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  Data: EJ1494175
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      – Text: English
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        PageCount: 19
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    Subjects:
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: STEM Education
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Correlation
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      – SubjectFull: Value Judgment
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      – SubjectFull: Technology Integration
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: United States
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      – SubjectFull: New Zealand
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      – TitleFull: Exploring Teachers' Awareness and Perceptions of ChatGPT in K-12 STEM Education
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