Art Teachers’ Perceptions of Artificial Intelligence in Pedagogical Decision-Making

This study investigates art teachers’ perceptions of artificial intelligence and its influence on their pedagogical decision-making processes in art education. Drawing on teacher cognition theory and technology integration frameworks, the study adopts an explanatory sequential mixed-methods design. In the quantitative phase, survey data were collected from 214 art teachers to examine their perceptions of artificial intelligence, technological confidence, creativity concerns, and artificial intelligence–supported pedagogical practices. The qualitative phase involved semi-structured interviews with a subset of participants to provide deeper insight into the quantitative findings. The results indicate that art teachers hold moderately positive perceptions of artificial intelligence, particularly regarding its usefulness for instructional planning and creative support. Multiple regression analysis revealed that perceived usefulness is the strongest predictor of artificial intelligence–supported pedagogical decision-making, followed by ease of use and technological confidence, while creativity concerns negatively predict artificial intelligence integration. Qualitative findings further demonstrate that art teachers perceive artificial intelligence as both a source of creative inspiration and a potential challenge to artistic authenticity. The findings emphasize the necessity of striking a balance between artificial intelligence–assisted technologies and human innovation, as well as the requirement for professional growth to ensure optimal integration. Overall, this study adds to the burgeoning literature on artificial intelligence in education by focusing on the special dynamics of artificial intelligence application in creative fields.

Cite this article as: Yurttadur, O. (2026). Art teachers’ perceptions of artificial intelligence in pedagogical decision-making. HAYEF: Journal of Education, 23, 0013, doi: 10.5152/hayef.2026.26033.