The Future of Education

In recent years, the rapid development of generative AI tools has raised both curiosity and concern about its effect on teaching and learning. School authorities react differently to new technologies: Some ban them, some facilitate their use, while others leave it up to teachers to decide. This study explores why and how teachers in secondary education use generative AI as a learning tool for their students. By interviewing five teachers who have proactively promoted their use of generative AI tools in their classroom, I investigate the underlying reasons for allowing students to engage with such tools: Are these decisions driven by teachers' curiosity or the perception that AI adds value to learning? Or do they come from external expectations of staying up-to-date with technological developments? The aim is to understand teachers' rationale for adopting new technology and to what extent internal and external factors influence their classroom practice. Furthermore, I explore these teachers' pedagogical approaches in the classroom and their perspectives on what makes effective use of generative AI to enhance student learning.