Date of Award:

5-2026

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Max L. Longhurst

Committee

Max L. Longhurst

Committee

Alyson L. Lavigne

Committee

Amanda Taggart

Committee

Jake Downs

Committee

Lucy Delgadillo

Abstract

Artificial intelligence (AI) is rapidly changing education, creating new opportunities for teaching and learning while also raising challenges for teachers. Although schools are encouraging the use of AI, little is known about how teachers experience this transition or how it affects their professional roles. This study explored teachers’ lived experiences as they begin working with AI, using a phenomenological research approach to understand both what they encounter and how they make sense of those experiences. Through interviews with teachers who have recently engaged with AI in their practice, the research identifies themes that reveal opportunities, challenges, and shifts in professional identity. The findings offer insight into how teachers navigate the introduction of AI in their classrooms and inform professional development, teacher preparation, and educational policy at a time when technology is reshaping the nature of teaching.

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