STEAM Teachers' Perceptions of Artificial Intelligence in Education:

Preliminary Research

Sara Cruz

, Duarte Duque

and Vítor Carvalho

2Ai, School of Technology, Polytechnic Institute of Cávado and Ave, Campus of IPCA, Barcelos, Portugal

Keywords: Education, Artificial Intelligence, STEAM, Technology-Enhance Learning, Teacher Training.

Abstract: Integrating Artificial intelligence into teachers' practices allows them to equip students with the skills,

knowledge and mindsets needed to thrive in an ever-changing world, preparing them to be active and

innovative citizens in the 21st century. This study aims to understand the perception of a group of STEAM

teachers about designing pedagogical experiences using artificial intelligence in their teacher work context.

A quantitative approach is used in research. Results show that teachers recognise the importance of integrating

AI into their teaching practice. However, they need to improve their know about AI technologies to use it

efficiently. Results suggest that teachers recognise AI as a valuable resource for their daily work, however

they admit that need training on it.

1 INTRODUCTION

Integrating STEAM approaches and artificial

intelligence (AI) in education is a multifaceted task

dynamic involving the adoption of new technologies

and significant changes in teacher practices and

pedagogies (Carvalho et al., 2015). Teachers play a

pivotal role in successfully using technology in

education (Ortega-Ruipérez & Alcalde, 2023) and

generally need more training to use technology

effectively (Brandão & Carvalho, 2014; Carvalho et

al., 2015; Zhang, 2021). Professional development

programs that focus on integrating AI into

educational practices have been improve teachers'

attitudes towards technology-supported instruction

and enhance their skills in using these tools (Ali et al.,

2023; Soares et al., 2014). Such training should not

be limited to the technical aspects of technology but

should also include pedagogical strategies for

integrating technology-enhanced learning into lesson

plans and curricula (Cruz et al., 2023). Therefore, it is

essential to address the professional development

needs of teachers (Tapalova & Zhiyenbayeva, 2022;

Ayala-Pazmiño, 2023). In response to this need, we

created a continuing training course for teachers

focusing on technologies to support STEAM

https://orcid.org/0000-0002-9918-9290

https://orcid.org/0000-0001-5508-043X

https://orcid.org/0000-0003-4658-5844

Education. Being an innovative initiative in Portugal

and globally, this program explores the integration of

electronics, robotics, virtual or augmented reality, and

digital games into STEAM education. This article

presents just a part of bigger study that is still being

developed at a Portuguese University. Therefore, this

study aims to understand the perception of a group of

STEAM teachers about designing pedagogical

experiences using artificial intelligence in their

teacher work context.

We divided this paper into five sections. Section

2 presents a brief on AI in an educational context.

Section 3 describes the adopted methodology and the

procedures for data collection. Section 4 presents the

data collected and the main reflections. In section 5,

we present the conclusions, limitations of this study

and suggestions for future work.

2 ARTIFICIAL INTELLIGENCE

IN EDUCATION

Artificial Intelligence has become a transformative

force in education, offering a range of applications

that promise to revolutionise the way we teach and

278

Cruz, S., Duque, D. and Carvalho, V.

STEAM Teachers’ Perceptions of Artiﬁcial Intelligence in Education: Preliminary Research.

DOI: 10.5220/0012713700003693

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024) - Volume 2, pages 278-285

ISBN: 978-989-758-697-2; ISSN: 2184-5026

learn (Park et al., 2023; Ayala-Pazmiño, 2023).

AIED, often referred to as Artificial Intelligence in

Education (AIED), encompasses technologies that

can adapt to student's learning needs, providing

personalised learning experiences, intelligent tutoring

systems, and data-driven insights into the learning

process (Mouta et al., 2023; Tapalova &

Zhiyenbayeva, 2022).

AI-TPACK, or Technological Pedagogical

Content Knowledge with AI, is a theoretical

framework that extends the popular TPACK

(Technological Pedagogical Content Knowledge) to

incorporate AI as an essential teaching practice

element. This model acknowledges that AI is rapidly

changing the way we learn and teach and that teachers

need knowledge and skills that enable them to teach

in the present (Zhang, 2021; Ning et al., 2024; Park et

al., 2023). The teacher's AI-TPACK concept includes

integrating knowledge related to AI technology,

specialised knowledge, pedagogical knowledge and

the intersection of these three domains (Ning et al.,

2023). One of the key benefits of AIED is its ability

to create personalised learning paths for students

(Ayala-Pazmiño, 2023). By analysing vast amounts

of data, AI systems can tailor educational content to

individual learning styles, strengths, and weaknesses,

allowing students to learn at their own pace and

improve their outcomes (Mouta et al., 2023; Tapalova

& Zhiyenbayeva, 2022). This personalisation extends

to various educational tools and platforms, such as

Altitude Learning, Gradescope, and Knewton's Alta,

which support self-study and provide immediate,

personalised feedback to students (Tapalova &

Zhiyenbayeva, 2022). Intelligent tutoring systems are

another significant application of AIED. These

systems can identify areas where a student is

struggling and provide targeted assistance to help

them grasp the material. As these systems interact

with students, they learn and improve their

effectiveness, making the tutoring experience more

efficient and relevant (Mouta et al., 2023). AI-driven

analytics, such as Learning Analytics (LA) and

Educational Data Mining (EDM), are crucial for

understanding and optimising learning environments.

In this line of ideas, AIED technologies enable

educators to construct personalised educational

pathways that cater to individual learners'

requirements. They can enhance participants'

engagement and interest in learning, aid in

customising educational content to suit personal

needs, expedite the educational process, and stimulate

cognitive activity (Tapalova & Zhiyenbayeva, 2022).

Despite these advantages, implementing AIED is

not without challenges (Ayala-Pazmiño, 2023). Park

et al. (2023) highlights the significance of providing

teachers with the necessary training and resources to

integrate AI into their teaching practices effectively.

Also, ethical considerations must be addressed, such

as privacy, fairness, and the potential impact on

students' and teachers' agency. There is also a need

for a systematic examination of the values and ethics

that justify the use of AI technologies in education

(Mouta et al., 2023).

3 METHOD

This study was strongly anchored on the perception of

fifteen teachers who, in the 2023/2024 academic year,

attended a training course focused on technologies to

support STEAM education. This article presents only

part of this more extensive study focused on the

STEAM approach and the use of AIED. With this text,

we present results obtained by us to answer the

following question: What are an group of 15 teachers’

perceptions about designing pedagogical experiences

that use Artificial Intelligence? In this study, a

quantitative methodology was chosen using

convenience sampling.

Data collection is based on the survey we built

and its validity to the teachers who attended our

training course. We are constructing the survey based

on the research conducted by Tasiopaulou et al.

(2020) to measure teachers' conceptual understanding

of integrated STEM education. The survey included

17 questions and 12 closed-response items using a

Likert-type scale of degree according to 5 points

(from 1 = strongly disagree to 5 = strongly agree),

allowing teachers to express how much they agreed

or disagreed with the statements. In the descriptive

analysis, the frequency and mean values on the Likert

scale perceived by teachers.

The initial version of the survey was previously

subjected to a scientific screening by three experts

that suggested at this stage, including adding specific

questions. Subsequently, a pilot test was carried out

with four teachers of STEAM areas, who constitute

part of the population of teachers under study but are

not part of the analysed sample. We reformulated the

survey with the information collected before sharing

it with the 15 teachers. The changes suggested in the

pilot test concern replacing some words to facilitate

understanding and adding examples of specific AI

technologies.

The survey consisted of three sections: (i)

Sociodemographic data, (ii) Integrating STEAM

approach and (iii) Integrating Artificial Intelligence.

In this article, we will focus on the analysis in the

STEAM Teachers’ Perceptions of Artiﬁcial Intelligence in Education: Preliminary Research

279

perception about Integrating Artificial Intelligence. In

first dimension of the survey, we include a question

about their experience in education based on the

professional phases outlined by Huberman (1992).

Huberman (1992) distinguishes five phases that mark

the evolution of the teaching profession: entry into the

career (1 to 3 years of experience), stabilisation (4 to

6 years), experimentation or diversification (7 to 25

years), and preparation for retirement (35 to 40 years

of experience). Additionally, within this first

dimension of the survey, we include a question

allowing the teachers to position themselves in digital

knowledge according to the European Framework for

the Digital Competence of Educators (DigCompEdu)

(Redecker & Punie, 2017).

In our survey for the second and third dimensions,

we used the results of Tasiopaulou et al. (2020).

Therefore, by drawing on the findings of Tasiopaulou

et al. (2020), our survey aimed to understand teachers'

perspectives regarding integrating AI and the

STEAM approach in their classroom practice.

A total of 15 teachers answered the survey. The

data was exported by Excel and analysed with the

statistical software IBM® SPSS® Statistics for

Windows version 25.0 through descriptive statistical

techniques such as frequency distributions, graphics,

central tendency, and dispersion measures. We

designated the information of each teacher in the

surveys Ti (i = 1 ...15).

The survey was implemented using Google Forms

and convenience sampling. The survey was made

available and posted on Moodle, the official web page

of the training course, until November 2023. Teachers

were informed that their participation was voluntary,

anonymous, and confidential, with no relationship

with their school; this way, their opinions were

protected by anonymity. The students constituted a

convenience sample, selected in a non-probabilistic

way, and after being presented with the study's

objectives, they voluntarily accepted participation. In

this way, all students in this course voluntarily

participated by answering the survey. In the

constructed validation of the instrument, Cronbach's

alpha (α) was employed, which allows for quantifying

the questionnaire's reliability on a scale from 0 to 1

(Pestana & Gageiro, 2008).

This work follows a quantitative paradigm with a

descriptive exploratory character to understand the

perception of a group of STEAM teachers about

designing pedagogical experiences using artificial

intelligence in their teacher work context. Data

analysis was based on the following dimensions that

emerged from the literature: (i) conception of AI

concept, (ii) AI implementation capability, (iii) AI

technologies in education, (iv) professional

development in AI, (v) comfort with AI and (vi)

barriers to integrating AIED.

3.1 Participants

The study involved 15 in-service STEAM teachers

who attended a training course focused on

technologies to support STEAM Education. One

teacher teaches technology and programming, seven

teach mathematics, two teach Science, and five teach

Arts. Two teachers taught in primary school, and

thirteen taught in secondary school. Regarding their

digital literacy, four teachers fall into the Newcomer

category. These respondents know the importance of

digital technologies in improving teaching and

professional practice. However, they may still need to

explore or integrate these technologies extensively

into their practice. The majority of respondents (six

teachers) fall into the Explorer category, four teachers

also fall into the Integrator category and only one

teacher falls into the Specialist category, according to

Huberman (1992).

4 FINDINGS

Regarding the concept of AI, only 20% agree that

have a clear understanding of integrating AI in class

and only 14% feel confident in this aspect. These

results emphasize the importance of AI-related

training and support for educators.

AI is becoming increasingly present in the lives of

students and teachers, and this means it is more

important than ever for students to develop critical

thinking about this technology. Our results suggest

that 73% of teachers either strongly disagree or

disagree that they understand how to promote critical

thinking about AI in their students. This suggests a

significant gap in AI literacy and teaching strategies

related to AI. Furthermore, 60% of teachers need to

understand how AI can be used to differentiate

pedagogically. This suggests more awareness or

training in leveraging AI for personalized learning

experiences. In Table 1, we present the responses of

the 15 teachers regarding the AI concept dimension.

Regarding the ability to create a class plan using

AI technology, nearly half of the respondents (67%)

indicated that they haven't created a class plan using

AI technology and 34% believe that it is easier to plan

a lesson without AI. Regarding the ability to

incorporate AI into their class, more than half of

respondents

(53%) agreed that they aren't able to

incorporate AI into their professional activities with

CSEDU 2024 - 16th International Conference on Computer Supported Education

280

Table 1: Artificial intelligence concept.

1 2 3 4 5

𝑥

𝜎

I have a clear

understanding

of how I can use

AI in my

professional

ractice.

20%

27%

33%

13%

2,6 0,3

I have a clear

understanding

of how I can use

AI in the

classroom with

students.

33%

20%

33%

2,3 0,3

I have a clear

understanding

of how I can

promote critical

thinking about

AI in my

students.

33%

40%

13%

2,1 0,3

I understand

how AI can be

used to

differentiate

edagogically.

27%

33%

20%

13%

2,5 0,3

I understand

how AI can

enhance my

teachin

work.

20%

27%

20%

27%

2,7 0,3

Alpha de Cronbach: 0.855

1: Strongly Disagree, 2: Disagree, 3: Neutral, 4: Agree, 5: Strongly Agree

students. Few respondents (20%) agreed they feel

competent to lead a class where students use AI

technologies. This indicates these teachers' insecurity

regarding their knowledge of using AI with their

students.

Most respondents (60%) feel they need to be more

competent to use AI-based administrative assistants.

Furthermore, when asked if they feel competent to use

AI-based assessment systems, most respondents (67%)

disagree. Similarly, most respondents (73%) disagree

that they can record and personalize student

performance assessments, while only 14% feel

comfortable doing so. Nearly two-thirds of

respondents (67%) agreed that they don't feel able to

use collaborative environments that incorporate AI. AI

technologies offer tools for creating personalized

teaching materials, significantly enhancing

individualized learning and improving students'

educational experiences. Most respondents (80%)

agreed they can't use AI technologies to design

personalized teaching materials. Table 2 presents these

and other teachers' responses regarding the AI

implementation capability dimension.

Table 2: AI Implementation Capability.

1 2 3 4 5

𝑥

𝜎

I have already

created a class

using AI

technolo

ies.

47%

20%

13%

2,2 1,5

I can

incorporate AI

into my

professional

activity with

students.

33%

20%

27%

20%

2,3 1,2

For me, it is

easier to plan a

lesson without

using AI

technolo

ies.

20%

13%

33%

27%

2,8 1,2

I feel

competent to

lead a class in

which students

use AI

technologies.

33%

13%

20%

2,2 1,1

I feel

competent to

use AI-based

administrative

assistants.

33%

27%

20%

13%

2,3 1,3

I feel

competent to

use AI-based

assessment

systems to

develop

tests/exams.

40%

27%

20%

2,1 1,2

I can use AI to

record and

personalized

assessment of

student

erformance.

40%

33%

13%

2,1 1,2

I feel able to use

collaborative

environments.

47%

20%

2,1 1,3

I can use AI

technologies to

design

personalized

teaching

materials.

40%

2,0 1,2

Alpha de Cronbach: 0.852

1: Strongly Disagree, 2: Disagree, 3: Neutral, 4: Agree, 5: Strongly Agree

Regarding the availability of resources and

materials to support teachers in using AI

technologies, about 60% of teachers disagree that

there are sufficient resources to help teachers use AI

technologies in an educational context. The majority

STEAM Teachers’ Perceptions of Artiﬁcial Intelligence in Education: Preliminary Research

281

of teachers (60%) agree that AI technologies can

enhance the teaching and learning process. These

results seem to indicate that these teachers generally

see the potential for AI to improve education.

The question about AI as a pedagogical resource

for students has divided teachers' opinions. Nearly

47% of teachers opt for a neutral response, and only

27% agree. About 40% of teachers agree that AI

Technologies for Education (AITED) can assist

teachers' work, indicating that teachers perceive AI as

a supportive tool. Despite this, almost all teachers

(87%) assume that they don’t know about AI

technologies enough for implementing in Education.

Table 3, presented below, shows the teachers'

responses to the AI Technologies dimension.

Table 3: AI Technologies

1 2 3 4

𝑥

𝜎

There are

sufficient

resources and

materials to

support teachers

in using AI

technologies in

an educational

context.

27%

33%

,3 1,1

AI technologies

can be used in

Education to

enhance the

teaching and

learning process.

13%

33%

3,5 1,3

AITED can be a

pedagogical

resource for

students.

13%

20%

1,1

AITED can

assist the

teacher's work.

13%

33%

3,1

1,2

I have

knowledge about

AI technologies

suitable for

implementing in

Education.

40%

47%

1,8

Alpha de Cronbach: 0.734

1: Strongly Disagree, 2: Disagree, 3: Neutral, 4: Agree, 5: Strongly Agree

Table 4 presents the teachers' responses to

professional development in the AI dimension.

Regarding opportunities for skill development, about

73% of teachers either disagree that current training

programs offer them the opportunity to develop skills

in integrating AI into education. In line with these

results, nearly 80% of teachers either disagree or

strongly disagree that training programs promote AI

technologies to support their work as educators. This

suggests that teachers perceive that existing training

programs aren’t useful for supporting teachers' work

with AI technologies.

Table 4: Professional development in AI.

1 2 3 4 5

𝑥

𝜎

Training programs

offered me the

opportunity to

develop skills in the

inte

ration of AIED.

33%

40%

13%

2,11,0

Training programs

promote the use of AI

technologies to

support the teacher's

work.

33%

47%

13%

1,90,9

Training programs

that address the

integration of AI

technologies in

Education are scarce

or non-existent.

13%

27%

20%

13%

2,91,3

I feel that I need

additional

professional training

to be able to promote

critical thinking

around AI in my

students.

13%

47%

33%

41,1

I feel that I need

additional training to

effectively implement

AI technologies in my

teachin

20%

40%

33%

3,91,1

Alpha de Cronbach: 0.594

1: Strongly Disagree, 2: Disagree, 3: Neutral, 4: Agree, 5: Strongly Agree

Some teachers (33%) agree that training programs

addressing the integration of AI technologies in

education are limited or non-existent. Furthermore,

most teachers (80%) agree that they need additional

professional training to promote critical thinking

around AI in their students. A substantial proportion

of teachers (73%) agree that they need additional

training to implement AI technologies effectively in

their teaching. The results indicate that teachers

believe that need more specialized training to be able

to incorporate AI technologies into their teaching

practices effectively.

Table 5 presents the teachers' responses in

dimension related to comfort with AIED.

CSEDU 2024 - 16th International Conference on Computer Supported Education

282

Table 5: Comfort with AIED.

1 2 3 4 5

𝑥

𝜎

I regularly

incorporate AI

technologies into my

classes.

53%

33%

13%

1,6 0,7

I feel comfortable

with the idea of

planning educational

activities based on AI

technolo

ies.

33%

20%

27%

2,4 1,2

I like to promote a

critical approach to

the use of AI in my

students.

20%

27%

2/%

2,6 1,1

I feel confident

planning and

incorporating AI

technologies into my

practice with

students.

47%

20%

27%

1,9 1,0

I am able to develop

instruments to assess

the progress of my

students based on AI

technolo

ies.

47%

40%

1,7 0,9

I feel comfortable

with the knowledge I

have about the use of

AIED.

47%

27%

1,8 0,9

Alpha de Cronbach: 0.867

1: Strongly Disagree, 2: Disagree, 3: Neutral, 4: Agree, 5: Strongly Agree

Observing the average values obtained, the need

for training to promote students critical thinking

around AI and additional training to effectively

implement AI technologies in teaching stands out.

The results obtained show that most teachers (86%)

do not regularly incorporate AI technologies into their

classes. Regarding comfort with planning educational

activities based on AI technologies, a significant

portion of these teachers (53%) disagree to feel

comfortable. Most teachers (67%) feel that they

aren’t confident in planning and incorporating AI

technologies into their practice with students. These

results are perhaps because most teachers cannot

develop instruments to assess the progress of their

students based on AI technologies (87%), and do not

feel comfortable with the knowledge they have about

the use of AIED (74%).

The data shows that teachers admit to barriers to

integrating AIED. A significant portion of teachers

(53%) agree that the school environment does not

favour the integration of AIED. Furthermore, the lack

of skills among teachers in integrating AI is another

barrier (67%). Most teachers (60%) agree that the

need for more resources guiding effective AI

integration is a barrier. These results suggest that

many teachers feel inadequate resources are

hindering their AI integration efforts. On table 8, we

present teachers responses regarding the AI

integration main barriers.

Table 6: Integration AIED main barriers.

12 3 4 5

𝑥

𝜎

The school

environment

does not favour

the integration

of AIED.

27%

13%

33%

20%

,3 1,3

Teachers' lack

of skills in

integrating

AIED.

13%

40%

27%

3,6 1,3

Curricular

guidelines do

not favour the

integration of

AIED.

13%

20%

33%

20%

13%

3,0 1,2

The guidance

for student

assessment does

not favour the

integration of

AI-based

personalized

assessment

stems.

13%

33%

3,1 1,2

The lack of

resources

presents an

effective

integration of

AIED by

teachers.

13%

20%

40%

20%

3,5 1,2

Alpha de Cronbach: 0.929

1: Strongly Disagree, 2: Disagree, 3: Neutral, 4: Agree, 5: Strongly Agree

Regarding the dimensions of analysis, Cronbach's

α value obtained allows us to conclude that the

questions have good reliability, and that data is

reliable (Pestana & Gageiro, 2008).

5 DISCUSSION

Nowadays, AI serves as the driving catalyst for

change, with a strong emphasis on addressing the

requirements and preferences of the students

(Tapalova & Zhiyenbayeva, 2022). Schools are

adapting their classrooms to equip students for an

increasingly automated world driven by emerging

STEAM Teachers’ Perceptions of Artiﬁcial Intelligence in Education: Preliminary Research

283

technologies, including AI (Park et al., 2023).

Concerning conception about AI concept, results

suggest a need for more comprehensive AI education

and training for teachers, as many of them currently

lack a clear understanding of how to integrate AI into

their professional practice and promote AI-related

critical thinking in their students. Addressing these

gaps through professional development could help

educators leverage AI effectively in education. We

must empower teachers and help them master the use

of technology so that they are able to apply the

knowledge they learn in their work with students

(Zhang, 2021).

Regarding AI implementation capability, data

results data suggest that educators have varying levels

of confidence and competence in using AI

technologies in their professional activities. While

some appear to be more confident and skilled, others

express uncertainty or hesitation, particularly in areas

like using AI for administrative tasks and assessment

systems. This indicates a targeted need for

professional development and support to enhance

educators' AI implementation capabilities.

AI technologies help educators to develop and

introduce personalized approaches to master new

knowledge and develop professional competencies

(Tapalova & Zhiyenbayeva, 2022). Results show that

this group of teachers seem to have mixed perceptions

of AI technologies in education. While they recognize

the potential benefits of AI in enhancing teaching and

learning, there is a notable concern about the

availability of resources and materials for AI

integration. Overall, teachers seem open to the idea of

AI as a pedagogical resource and a tool to assist their

work, but admit to needing more training to be able

embrace AI technologies in their educational

practices fully. Park et al. (2023) highlights the

importance of providing more supportive ways and

practical resources for teachers to integrate AI into

their teaching practices effectively.

In relation to professional development in AI, our

results suggest that while many educators believe that

training programs have provided them with the

opportunity to develop AI-related skills and promote

AI use, there is still a significant need for additional

training, especially in addressing critical thinking

about AI and effectively implementing AI

technologies in teaching. The incorporation of AI

technologies enables the enhancement of education's

efficiency and quality while remaining attentive to the

student's needs and demands and promoting their

critical thinking (Tapalova & Zhiyenbayeva, 2022;

Ayala-Pazmiño, 2023).

Teacher development is essential for educational

reform and innovation. Teachers' knowledge forms

the basis for their teaching activities, directly

impacting their teaching methods and students'

learning outcomes. In today's era of advancing

technology, including computerisation, networking,

and AI, teachers must adapt actively to these changes

to improve the quality of talent development and

promote education's vigorous development (Zhang,

2021). Regarding professional development in AI,

teachers perceive a lack of adequate training

opportunities and support in AI integration in

education. They express a need for more training to

develop skills related to AI and promote critical

thinking among students. In their study, Park et al.

(2023) emphasises the need for a structured AI-

integrated lesson that can be adopted for an

enrichment program after school, particularly

focusing on the development paths of teachers'

professionalism in AI-TPACK.

The use of AIED has the potential to enhance

teaching and learning experiences (Ayala-Pazmiño,

2023). In relation to comfort with AIED, our results

indicate that, teachers generally don't feel

comfortable with the regular incorporation of AI

technologies into their classes and promoting a

critical approach to AI. These group pf teachers

perceive several barriers to integrating AIED,

including the school environment, the lack of teacher

skills, curricular guidelines, guidance for student

assessment, and the availability of resources. These

barriers reflect challenges that must be addressed to

promote effective AI integration in educational

settings. According to Zhang (2021), teachers' lack of

technical knowledge and skills is the main obstacle to

using technology in the classroom

6 CONCLUSION

With this work, we seek to understand the perception

of a group of STEAM teachers about designing

pedagogical experiences that use AI in their work

context. Results show that this teacher group

generally has a positive attitude towards AI and its

educational potential. However, a notable portion still

expresses the need for more training in the area to use

AI on teaching work effectively. According to Park et

al. (2023), the professional development needs of

teachers in the context of AI integration revolves

around providing supportive ways, practical

resources, and structured AI-integrated lessons to

enhance their capabilities in integrating AI into their

teaching practices. Empowering educators with AI-

CSEDU 2024 - 16th International Conference on Computer Supported Education

284

TPACK is crucial for preparing teachers to navigate

through this new educational landscape (Zhang,

2021). Similarly, this study focused only on the

conception of teachers from the areas of mathematics,

science, technology and Art, with the teachers

needing an engineering background.

Future research can incorporate quantitative

methods applied to more teachers to collect data from

a larger sample. Additionally, future research can

focus on students' perceptions regarding the topic

under discussion. This can also encourage the

discussion regarding integrating the different

disciplines of STEAM education from the perspective

of teachers and students.

ACKNOWLEDGMENTS

The master course received funding from the

Portugal's recovery and resilience plan. We would

like to sincerely thank all STEAM teachers which

agreed to participate in the study.

This paper was also funded by national funds

(PIDDAC), through the FCT – Fundação para a

Ciência e a Tecnologia and FCT/MCTES under the

scope of the projects UIDB/05549/2020 and

UIDP/05549/2020.

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