Are Teachers Ready for AI? A Mixed-Methods Study

Abstract

As artificial intelligence reshapes the educational landscape, understanding teacher readiness for its integration is crucial for effective classroom implementation. This study explored Turkish in-service EFL teachers’ readiness for AI integration by examining the factors influencing their behavioral intentions and actual use of AI through a research model. Using an explanatory sequential mixed-methods design, quantitative data were first collected from 103 in-service EFL teachers via a six-point Likert scale questionnaire, analyzed through descriptive and inferential statistics in SPSS. Subsequently, qualitative data were gathered via semi-structured interviews with a subset of 10 participants and analyzed using Qualitative Content Analysis in MAXQDA. The key findings revealed that Turkish EFL teachers demonstrate strong interest and positive attitudes toward AI, acknowledging its potential to enhance teaching practices. However, contextual and institutional barriers, such as limited infrastructure and lack of standardized AI policies, hinder full integration. These results underscore the need for targeted training programs, infrastructural investments, and systematic strategies to support AI adoption in Turkish EFL settings. By addressing an underexplored area in educational research, this study provides valuable insights into the practical and affective dimensions of AI adoption. It highlights the role of external factors, including institutional support and perceived challenges, in shaping teachers’ readiness. The study concludes with actionable recommendations for policymakers to create a sustainable framework for integrating AI into education.