Washington Teachers' Attitudes Toward Artificial Intelligence Vary by Subject

A study examining the attitudes of high school math and English teachers toward artificial intelligence technologies in Washington state revealed differences in attitudes and concerns across subjects.

Scope of the Research and Participants

Faculty members working with the College in the High School program at Central Washington University conducted a study on artificial intelligence in May. As part of this research, the views of 222 high school math and English teachers in Washington state were collected.

Attitude Differences Between Subjects

The survey results indicated that English teachers exhibited more negative attitudes regarding the impact of artificial intelligence on education compared to math teachers. While 57 percent of English teachers stated that their overall attitude toward the profession had worsened, this rate was recorded at 37.6 percent for math teachers.

Concerns Regarding Academic Integrity

Notable divergences in opinion were also identified between the subjects regarding the potential effects of artificial intelligence on academic integrity. While 83.7 percent of English teachers expressed concern on this matter, the rate among math teachers remained at 54.9 percent.

Responsible Use and Self-Confidence

Despite negative attitudes, it was determined that English teachers were more confident in guiding students on the responsible use of artificial intelligence. While 45.5 percent of English teachers stated they felt confident in this area, this percentage was 24.4 for math teachers.

Institutional Policy and Professional Development Needs

The findings revealed that clear institutional policies and professional development opportunities enhanced teachers' self-confidence. Experts emphasized that rather than blind acceptance or rejection of artificial intelligence in education, discipline-specific guidance is necessary.