Abstract:
The rapid advancement of Artificial Intelligence (AI) offers transformative
opportunities for improving teaching and learning practices globally. However,
teachers face considerable challenges in accessing and utilizing AI tools
effectively in secondary school Kandy District in Sri Lanka. This study aimed to
assess the knowledge, attitudes, and experiences of 75 secondary school teachers
regarding the integration of AI in teaching. A quantitative descriptive survey
design and convenience sampling method were used to collect quantitative data
via an online questionnaire, which explored teachers’ demographic profiles,
awareness of AI, usage frequency, confidence levels, perceived barriers, and
support needs. The findings revealed that although 57.3% of respondents were
aware of AI tools in education, actual classroom usage was limited; only 10.7%
used AI tools often or always, while 40% reported rarely or never using them.
Confidence in using AI tools was generally low, with 65.3% indicating minimal or
no confidence. Major challenges included a lack of training (60%), insufficient
infrastructure (53.3%), limited institutional support (46.7%), heavy workloads
(57%), and language barriers (40%). Teachers expressed strong interest in
professional development, with 66.7% supporting training workshops, 60%
requesting clear policies, 62.7% advocating for improved infrastructure, and over
half emphasizing the need for peer mentoring and local-language resources. While
28% of teachers believed AI could enhance teaching and learning, nearly 49.3%
remained neutral, indicating uncertainty or lack of exposure. Furthermore, 40%
were undecided about participating in AI training programs. These results
highlight an urgent need for strategic interventions at the institutional and policy
levels to address knowledge gaps, strengthen teacher capacity, and ensure
equitable access to AI resources. The study concludes that effective and ethical
integration of AI tools into Sri Lankan secondary education requires ongoing
teacher support, infrastructure development, and localized training initiatives
tailored to the specific needs of schools in regions like Kandy.
