A case study of teachers’ generative artificial intelligence integration processes and factors influencing them

Abstract

<p>How schoolteachers integrate generative artificial intelligence (GenAI) into their teaching remains underexplored. This case study of 22 teachers from Guangdong delineates four GenAI user types, i.e., cautious adapters, efficiency enhancers, technology enthusiasts, and pedagogical innovators; groups teachers’ GenAI integration into five levels, from low to high; and examines how transformation of GenAI integration is influenced by individual, technological, and environmental factors. These findings extend the Substitution, Augmentation, Modification, and Redefinition (SAMR) model into PSAMR – the “P” stands for “Prohibition” – emphasizing GenAI’s dynamic, controversial nature. They also indicate that, during integration, educators should focus more on human factors than on tools’ functionalities.<br></p>