Teaching Professionals’ Awareness, Perception, Attitude and Readiness towards Artificial Intelligence in Indian Education: A Case of Andhra Pradesh and Telangana

Abstract

Artificial Intelligence is a booming field worldwide, and in education it is reshaping the whole system, but in India it is limited by infrastructural constraints, costs, and a cultural reliance on traditional teacher–student relationships. The present study investigates teaching professionals’ awareness, perceptions, attitudes, and readiness towards AI in education by using the Theory of Planned Behaviour (Ajzen, 1991) in the Indian regions of Andhra Pradesh and Telangana. 242 teaching professionals’ responses were collected, analysed and presented using descriptive statistics, correlation, and regression with the help of SPSS. Results showed moderate awareness regarding AI in everyday life and educational applications. The respondents are more familiar with assessment, grading and administrative support. Positive perceptions were expressed regarding AI’s role in communication, individualised learning, and instructional delivery, and they expressed their concerns about privacy, ethics, and teacher–student relationships . There is a positive attitude regarding parent-teacher communication and diagnostic support and cautious optimism regarding readiness and willingness to adopt AI and expressed their worry about job security andcosts.  Correlation and regression results confirmed perception as a strong predictor, a positive relationship among awareness, perception, attitude and readiness. The findings revealed that professional development, institutional support and ethical safeguards are vital to AI integration in education as well as to keep traditional pedagogical values, further to offer actionable insights for institutions and policy-makers.