AI in Primary Education: Insights from Teachers and School Leaders on Benefits, Barriers, and Ethical Dilemmas

Abstract

Integrating Artificial Intelligence (AI) in primary education presents transformative opportunities alongside significant challenges. This study explores educators' perceptions of AI adoption in primary schools, focusing on its benefits, implementation barriers, ethical concerns, and impact on student learning outcomes. Using qualitative data from six teachers, three Heads of Departments (HODs), and three principals in Namibia’s Khomas Region, the research highlights key findings aligned with existing literature. Educators recognize AI’s potential in personalized learning, automation of administrative tasks, and enhanced student engagement. AI tools such as intelligent tutoring systems and gamified platforms provide real-time feedback, adapt to individual learning styles, and improve performance in core subjects like mathematics and reading. However, challenges such as insufficient teacher training, prohibitive costs, infrastructure limitations, and resistance to change hinder effective implementation. Ethical concerns, including algorithmic bias, data privacy risks, and the potential dehumanization of education, further complicating AI adoption. The study underscores the need for structured teacher training, regulatory frameworks, and collaborative leadership to ensure responsible AI integration. Recommendations include investing in infrastructure, enhancing professional development, and establishing ethical guidelines to balance AI’s advantages with safeguarding student welfare. The findings contribute to the discourse on AI in education by offering practical insights for policymakers, school leaders, and educators aiming to harness AI’s potential while mitigating its risks.