Mapping Teacher Motivations for Generative AI Integration: A Q Methodology Study of Early Adopters in China

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 1
  In Roundtable Session: Teaching with AI: Identities, Challenges, and Burnout

Abstract

This study explores the diverse motivations behind teachers’ integration of generative AI into classroom practice through a Q methodology study of 31 early-adopting educators in China. Six distinct motivational profiles were identified—ranging from intrinsic curiosity to ethical caution and institutional dependency—each reflecting unique trajectories of teacher identity and agency. By centering teachers’ subjective perspectives, the study challenges linear models of AI adoption and contributes to a more nuanced understanding of how personal, professional, and contextual factors shape technology use. The findings offer conceptual and practical insights for designing equitable, identity-responsive professional development and for reimagining teacher professionalism in the age of AI.

Authors

• Min Lin, Shenzhen University

• Guoyu Song, Beijing Normal University