Keyword: pedagogical control

ABSTRACT: This study aims to examine the views of teachers working at various educational levels in Turkiye regarding AI-supported education, employing a qualitative approach. The study seeks to determine whether teachers perceive artificial intelligence as a tool for pedagogical transformation or as a potential risk leading to a loss of pedagogical control. Conducted within a phenomenological research design, data were collected through semi-structured interviews with 35 teachers working at primary, lower secondary, and upper secondary school levels. The data were analyzed using thematic analysis. The analysis showed that teachers’ views clustered around four main themes: perceived pedagogical opportunities and transformation, concerns about pedagogical control and professional autonomy, ethical and responsibility-related issues, and expectations regarding conditions of use and limitations. The findings indicate that teachers do not view AI-supported education as a one-dimensional technological innovation; rather, they conceptualize it as a multilayered phenomenon encompassing pedagogical, professional, and ethical dimensions. While teachers emphasized the potential of artificial intelligence to support personalized learning and instructional processes, they also expressed significant concerns related to algorithmic guidance, professional autonomy, and ethical responsibility. The results suggest that AI-supported education should be addressed within a framework that is teacher-centered, ethically sensitive, and grounded in pedagogical values.