Exploring Teachers’ Lived Experiences of Limiting Beliefs Regarding the Role of Chatbots in the Classroom

Salimi, Jamal; Parno, Hadis; Aminibagh, Ali

doi:10.48310/itt.2026.22927.1354

Exploring Teachers’ Lived Experiences of Limiting Beliefs Regarding the Role of Chatbots in the Classroom

Document Type : Original Research

Authors

¹ Associate Professor of Curriculum Studies, Department of Educational Sciences, University of Kurdistan, Sanandaj, Iran.

² M.A. Student in Curriculum Planning, Department of Educational Sciences, University of Kurdistan, Sanandaj, Iran.

³ Ph.D. Student in Higher Education Development Planning, Department of Educational Sciences, University of Kurdistan, Sanandaj, Iran

10.48310/itt.2026.22927.1354

Abstract

Background and Objectives: The rapid expansion of AI chatbots has attracted growing attention from educational researchers to teachers’ beliefs and perceptions regarding the role of these technologies in students’ learning. Teachers’ beliefs can significantly influence how such tools are integrated into classroom practices. Therefore, this study aimed to explore teachers’ lived experiences of limiting beliefs regarding the role of chatbots in the classroom. Methods: This study employed a qualitative approach. Participants were teachers from different educational levels in Kermanshah during the first semester of the 2024–2025 academic year, selected through purposive and snowball sampling. Data were collected through semi‑structured interviews and analyzed using Braun and Clarke’s thematic analysis. Findings: The findings revealed that teachers experienced a dual sense of concern and acceptance when encountering students’ use of chatbots. Themes included worries about the erosion of learning due to early reliance on intelligent tools, tensions between technological innovation and traditional teaching practices, and simultaneous recognition of both the opportunities and challenges of chatbots in education. Teachers interpreted the role of chatbots in a dual manner: while these tools could expand learning opportunities and support instructional innovation, they also raised concerns about weakening independent thinking, cognitive dependency, and potential educational risks. Moreover, direct and indirect experiences with chatbots led teachers to reconsider their professional identity and teaching practices in technology‑rich environments. Conclusion: The findings suggest that the educational role of AI chatbots depends less on the technology itself and more on how teachers consciously guide and integrate these tools in classroom learning.

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