Teachers’ Interpretations of Learning Engagement in the Artificial Intelligence Era: A Qualitative Model
Keywords:
Artificial Intelligence, Learning Engagement, Teacher Perceptions, Qualitative Model, Phenomenology, AI-Mediated LearningAbstract
The objective of this study was to explore how teachers interpret learning engagement in AI-mediated classrooms and develop a qualitative model based on their lived professional experiences. This qualitative study used a phenomenological–interpretive design to explore teachers’ conceptualizations of engagement in the context of artificial intelligence. Data were collected through semi-structured, in-depth interviews with 24 teachers from Tehran selected via purposive sampling to ensure variation in teaching level, experience, and familiarity with AI-supported tools. Interviews lasted 45–75 minutes, were audio-recorded, transcribed verbatim, and analyzed using thematic analysis supported by NVivo software. Coding proceeded through open, axial, and selective stages, and theoretical saturation was achieved after 24 interviews. Trustworthiness was ensured through peer debriefing, constant comparison, and analytic memoing. Analysis yielded four overarching themes: (1) redefinition of learning engagement, (2) AI as a catalyst for instructional transformation, (3) challenges and tensions in AI-supported engagement, and (4) shifts in teacher professional identity. Teachers reported that AI reshapes cognitive, emotional, and behavioral facets of engagement through adaptive feedback, analytics, and interactive tools. AI-personalized pathways strengthened perceived cognitive engagement, while real-time data influenced how teachers inferred students’ attention and persistence. However, concerns emerged regarding algorithmic accuracy, over-reliance on automation, and pedagogical misalignment. Teachers also described evolving roles as facilitators of human–AI interaction, interpreting engagement through both professional judgment and AI signals. These inferential results indicate that teacher interpretations are hybrid, negotiated, and context-dependent. Teachers in AI-enhanced classrooms reconceptualize learning engagement as a multidimensional and technology-mediated construct shaped by analytics, emotional responses, behavioral cues, and evolving professional identities. The resulting qualitative model underscores the need for AI literacy, critical interpretation of automated insights, and balanced integration of human expertise and intelligent systems.
Downloads
References
1. Vetrivel SC, Vidhyapriya P, Arun VP. Integrating AI in Secondary Social Studies. 2025:133-60. doi: 10.4018/979-8-3693-7873-1.ch005.
2. Velmurugan R, Bhuvaneswari R, Kalimuthu M, Abey J. The Role of AI in Immersive Learning in Teacher Education. 2025:31-58. doi: 10.4018/979-8-3693-9861-6.ch002.
3. Tang Q, Deng W, Huang Y, Wang S, Zhang H. Can Generative Artificial Intelligence Be a Good Teaching Assistant?—An Empirical Analysis Based on Generative AI ‐Assisted Teaching. Journal of Computer Assisted Learning. 2025;41(3). doi: 10.1111/jcal.70027.
4. Ranes B. AI Integration in Facilitating Learning: Its Benefits, Challenges and Strategies for Enhancement. Divine Word International Journal of Management and Humanities (Dwijmh) (Issn 2980-4817). 2025;4(3):2095-109. doi: 10.62025/dwijmh.v4i3.181.
5. Peneyra JAS, Paras RLF, Tan SGB, Villarama J. English Language and Literature Teachers on the Integration of Artificial Intelligence in the Philippine Classroom Context. LanguageTechSocMed. 2025;3(2):214-30. doi: 10.70211/ltsm.v3i2.211.
6. Oligario DC. Enhancing Filipino Language Pedagogy Through AI Integration: Bridging Tradition and Technology in Education. International Journal on Culture History and Religion. 2025;7(SI3):385-400. doi: 10.63931/ijchr.v7isi3.388.
7. Nirchi S, Mangione GR, Vincenzo CD, Pettenati MC. Indagine Esplorativa Sulla Percezione Dei Docenti Neoassunti Circa L’impiego Dell’intelligenza Artificiale Nella Didattica: Punti Di Forza, Ostacoli E Prospettive. Journal of Educational Cultural and Psychological Studies (Ecps Journal). 2025(30). doi: 10.7358/ecps-2024-030-nirc.
8. Mukherjee A, Sarkar D, Biswas M. Critical Analysis of AI Integration in Physical Science Teaching at the Secondary School Level. International Journal of Research and Innovation in Social Science. 2025;IX(VII):996-1001. doi: 10.47772/ijriss.2025.90700080.
9. Moore KS, Zhang B, Lee I. An Exploratory Analysis of in-Service Middle School Teachers’ Teaching Practices When Introducing Artificial Intelligence Concepts and the Emergence of Culturally Responsive Pedagogy. 2025. doi: 10.31219/osf.io/7fwsu_v1.
10. Kumari K, Al-Hawary SIS, Natarajan R, Vasudevan A. The Algorithmic Adjuvant: Synthesizing Human Pedagogy and Artificial Intelligence in the Modern ESL Classroom With Insights From Uzbekistan. Ais. 2025;6(3):246-52. doi: 10.62754/ais.v6i3.217.
11. Kosmas P, Nisiforou E, Kounnapi E, Sophocleous S, Theophanous G. Integrating Artificial Intelligence in Literacy Lessons for Elementary Classrooms: A Co-Design Approach. Educational Technology Research and Development. 2025;73(4):2589-615. doi: 10.1007/s11423-025-10492-z.
12. Kohnke L, Zou D. Artificial Intelligence Integration in TESOL Teacher Education: Promoting a Critical Lens Guided by TPACK and SAMR. Tesol Quarterly. 2025. doi: 10.1002/tesq.3396.
13. Kartinah K, Huda C, Damayani AT, Hadi H. PKM Pembuatan Bahan Ajar Dan Media Pembelajaran Dengan Artificial Intelligence Bagi Guru Di Kota Semarang. Gr. 2025;2(1):1-6. doi: 10.63935/gr.v2i1.61.
14. Kanvaria VK. Artificial Intelligence Tools in Mathematics Education: A Theoretical Inquiry Into Their Transformative Potential. Thiagarajar College of Preceptors Edu Spectra. 2025;7(2):29-37. doi: 10.34293/eduspectra.v7i2.05.
15. Jivtode ML. Impact of Artificial Intelligence (AI) in Education on Students’ Academic Development: Present and Future Prospects. International Journal of Advanced Research in Science Communication and Technology. 2025:310-6. doi: 10.48175/ijarsct-23952.
16. Gurion ARC, Mateo DEV, Ganiban RA, Villarama J. Artificial Intelligence Integration in Pedagogy and Its Influence on Learning Styles. Blockch Crypt Futur Res. 2025;1(2). doi: 10.70211/bafr.v1i2.216.
17. Dong X. Research on the Influence of AI on Classroom Teaching Quality. Ijsspa. 2025;6(2):206-17. doi: 10.62051/ijsspa.v6n2.24.
18. Chetia S. AI-Driven Technology Integration in Digital Education: A Critical Analysis of Its Impact on Classroom Teaching and Learning. International Journal of Innovative Science and Research Techno. 2025:3233-9. doi: 10.38124/ijisrt/25jul1905.
19. Chen P. Teaching Adaptation Strategies for Chinese University English Teachers in the AI Era. Advances in Social Science and Culture. 2025;7(5):p49. doi: 10.22158/assc.v7n5p49.
20. Çelenk S, Büyükahıska D. An Examination of the Artificial Intelligence Self-Efficacy of Foreign Language Teachers: Sample of K12 Education. 2025. doi: 10.71284/asc.2025153.
21. Boysen GA. Introduction to the Special Issue on Artificial Intelligence and the Teaching of Psychology. Teaching of Psychology. 2025;52(3):251-3. doi: 10.1177/00986283251331220.
22. Alenezi A, Alenezi AR. The Use of Artificial Intelligence in English Learning: Teachers' and Students' Perceptions. Information Technologies and Learning Tools. 2025;108(4):37-52. doi: 10.33407/itlt.v108i4.6127.
23. Adigun OT. A Perspective of Requirements for Trainers in the Application of Artificial Intelligence in Inclusive Education. 2025:1-24. doi: 10.4018/979-8-3373-7508-3.ch001.
24. Abdulmumin AI. The Educator’s Guide to AI: What You Can’t Afford Not to Know. Al-Wazan Journal of Arabic Education. 2025;3(1):48-67. doi: 10.58223/al-wazan.v3i1.337.
25. Zhang W. Current Situation and Countermeasures of Teaching Classroom in the Context of Artificial Intelligence. International Journal of Education and Humanities. 2024;17(3):10-4. doi: 10.54097/ymhbsh95.
26. Utami NW, Sagita L, Rahmawati RD, Nurdianto H. Cultural Change of Mathematics Teachers' Views on Technology: Navigating the Artificial Intelligence Revolution. International Journal of Artificial Intelligence Research. 2024;8(2):149. doi: 10.29099/ijair.v8i2.1232.
27. Meylani R. Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature. Journal of Computer and Education Research. 2024;12(24):600-37. doi: 10.18009/jcer.1477709.
28. Lettieri M, Pasquali A. Blending Human and Artificial Minds: Reflections on Marcel Danesi's AI in Foreign Language Learning and Teaching: Theory and Practice. Italica. 2024;101(4):656-67. doi: 10.5406/23256672.101.4.09.
29. Kumar A. Artificial Intelligence in Education: Revolutionizing Teaching and Learning. JoAPE. 2024;1(1):64-8. doi: 10.59966/joape.v1i1.1207.
30. Kirmani OJ, Mir BA, Wani SR. The Changing Landscape: Ai’s Impact on Education. 2024:99-113. doi: 10.58532/nbennurtach10.
31. Islam ID, Syafrizal S, Juniardi Y. Artificial Intelligence in the English Classroom: Middle School Teachers' and Students' Perceptions. Stairs English Language Education Journal. 2024;5(1):12-24. doi: 10.21009/stairs.5.1.2.
32. Hegadi PS. Ai Applications for Progressive Teachers. 2024:1-8. doi: 10.58532/v3bfai1p1ch1.
33. Arora P, Pillai NS. Generative Artificial Intelligence in Teaching, Learning, and Assessment. 2024:71-100. doi: 10.4018/979-8-3693-5518-3.ch004.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2026 Ardeshir Danesh, Samira Memari (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
