An Analysis of Secondary Teachers’ AI-Integrated Lessons Based on Activity Theory

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Abstract

This study analyzes AI-integrated lessons of secondary teachers in Korea through the lens of activity theory, focusing on identifying system components, their interactions, and emerging contradictions. Eleven secondary teachers with AI-integrated teaching experiences participated in in-depth interviews. Data were analyzed using a directed qualitative content analysis based on eight-step model of activity theory. The findings revealed that key components such as teachers, AI tools, school communities, institutional rules, and curricular demands interacted dynamically within the activity system. Contradictions emerged at multiple levels including issues with AI tool reliability, mismatch between teacher needs and tool capabilities, teacher isolation, procedural barriers, and tensions between innovation-oriented and resistant practices, as well as misalignment between training programs and actual classroom demands.

Authors

• Jisoo Lee, Korea University

• Hyojin Lee, Korea University

• Innwoo Park, Korea University