Teachers’ Attitudes Towards and Challenges Faced in Integrating Artificial Intelligence in Teaching and Learning in Secondary Schools in Kicukiro District

Abstract

The integration of Artificial Intelligence (AI) in secondary education offers transformative potential but also presents significant challenges, particularly in developing-country contexts. This qualitative case study explored senior secondary school teachers’ attitudes, practices, and strategic needs for AI integration in Kicukiro District. Twelve purposively selected senior teachers from four secondary schools (two public and two private) participated in semi-structured interviews, and data were analyzed thematically. Findings revealed that teachers generally perceive AI as a powerful tool for enhancing lesson planning, learner engagement, and personalized instruction, while emphasizing that it should augment rather than replace human teaching. However, integration is constrained by limited infrastructure, inequitable access to digital devices, insufficient professional training, and ethical concerns, including over-reliance on technology and data privacy. Participants highlighted the importance of balanced pedagogical approaches that combine AI with human interaction. The study concludes that effective and ethical AI integration requires inclusive policies, sustained professional development, clear ethical frameworks, and context-sensitive implementation strategies. These findings provide actionable insights for policymakers, school leaders, and teacher education institutions to support responsible and equitable AI adoption in Rwandan secondary schools.