International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Teacher Preparedness for AI-Integrated Classrooms in Jammu District of Jammu and Kashmir: Challenges and Professional Development Needs

Author(s) Dr. MOHD ZUBAIR KALES
Country India
Abstract Artificial Intelligence (AI) is increasingly transforming educational practices through adaptive learning systems, intelligent tutoring platforms, automated assessment tools, and generative AI applications. Despite the growing adoption of AI in education, the effective integration of these technologies depends significantly on teacher preparedness. The present study examined teacher preparedness for AI-integrated classrooms in Jammu District of Jammu and Kashmir with special reference to infrastructural access, professional development needs, and ethical challenges.
The study employed a descriptive survey design using a quantitative approach. A sample of 100 secondary school teachers was selected through stratified random sampling, ensuring equal representation based on gender and locality. Data were collected through a structured questionnaire measuring technological readiness, AI awareness, pedagogical preparedness, ethical concerns, and professional development requirements.
Descriptive statistics, independent samples t-tests, and multiple regression analysis were used for data analysis. The findings revealed significant differences between urban and rural teachers in AI preparedness, with urban teachers demonstrating higher readiness levels due to better technological infrastructure and greater access to digital resources. Gender differences were not statistically significant. Regression analysis indicated that access to digital resources positively influenced teacher preparedness, whereas teaching experience showed a slight negative relationship with AI readiness.
The study further identified major barriers to AI integration, including inadequate infrastructure, ethical concerns related to plagiarism and student data privacy, insufficient institutional support, and limited opportunities for professional training. Teachers emphasized the need for practical workshops, pedagogically oriented training, ethical guidelines, peer mentoring systems, and context sensitive professional development models.
The study concludes that successful AI integration in education requires equitable technological access, sustained professional support, ethical awareness, and institutional preparedness. The findings provide important implications for policymakers, teacher educators, and educational institutions seeking to promote responsible and inclusive AI adoption in schools.
Keywords Artificial Intelligence, Teacher Preparedness, AI-Integrated Classrooms, Educational Technology, Professional Development, Digital Divide, Digital Pedagogy
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-23
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.78895
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E-ISSN 2582-2160
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