Artificial Intelligence Integration in Teacher Professional Development: A Buddhist Education Perspective in Paschim Bardhaman, India
Abstract
This study examines the role of Artificial Intelligence (AI) in Teacher Professional Development (TPD) by analyzing teachers’ awareness, usage patterns, perceived benefits, and challenges in integrating AI into professional learning processes. The research aims to provide updated empirical insight into how AI enhances teacher growth, particularly in regions where technological adoption is still developing. A descriptive quantitative method was employed using structured survey questionnaires administered to in-service teachers in Paschim Bardhaman District, West Bengal, India. The data were analyzed through descriptive statistics to identify levels of awareness and common perceptions regarding AI-based tools in TPD. The findings reveal that teachers show high awareness and positive attitudes toward AI, recognizing its potential to support personalized learning, improve instructional efficiency, and facilitate pedagogical reflection. However, actual implementation remains limited due to insufficient training, data privacy concerns, and uneven digital infrastructure. The study’s implications emphasize the need for stronger institutional support through continuous capacity-building, ethical guidelines, and equitable access to AI technologies. Such support is essential to ensure that AI can be implemented responsibly and effectively within teacher development systems. The originality of this study lies in integrating Buddhist ethical principles—sammā-diṭṭhi, sīla, and majjhima paṭipadā—as a normative framework to guide balanced and ethical AI adoption in education. This approach provides a unique moral-technology alignment that distinguishes the study from previous research.
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