AI in the Classroom: A Systematic Review of Barriers to Educator Acceptance
Keywords:
Artificial Intelligence; Educator Acceptance; Educational Technology Integration; PRISMAAbstract
This study investigates the barriers to educator acceptance of Artificial Intelligence (AI) technologies in education through a systematic review guided by the PRISMA 2020 framework. With educators occupying a pivotal role in the classroom as facilitators of learning and mediators of technology use, their acceptance and integration of AI tools are critical to the success of educational innovation. Educators' readiness and resistance to AI are examined through the synthesis of empirical findings from peer-reviewed studies published between 2020 and 2025. From an initial 404 records identified, 310 remained after duplicate removal. Following title and abstract screening, 33 records were retained. After a full-text eligibility review, 14 studies were included in the qualitative synthesis, of which 10 met the criteria for final analysis. The results highlight that demographic factors such as age, gender, and digital literacy significantly affect educators' readiness to use AI. Common barriers include insufficient training, infrastructure limitations, ethical concerns, anxiety, and perceived misalignment between AI tools and pedagogical goals. Barriers vary by regional and institutional context. Developing countries face technological and resource-based challenges, while developed nations encounter pedagogical and ethical issues. The study compares several theoretical models, including the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), to explain variations in AI adoption, further integrating perspectives on emotional response, professional identity, and institutional culture. This review provides critical insights for educational policymakers, leaders, and technology developers to design inclusive, ethically sound, and pedagogically aligned strategies for AI integration in classrooms.
https://doi.org/10.26803/ijlter.24.9.7
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Copyright (c) 2025 Ellaine Joy Guyo Eusebio, Philip Baldera, Aljay Marc Patiam, Emelyn Rico Villanueva, Norilyn Asedente Gaa, Anna Marie Faderon Solis, Ma. Loresa C. Soriano, Alvin L. Ribon
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