Exploring the Integration of AI Tools in Classroom Practices: A Study on Teachers’ Usage in the school “The British School of Kosovo”

Abstract

This master thesis explores the integration of Artificial Intelligence (AI) tools in classroom practices within the The British School of Kosovo, focusing on how teachers and students perceive and utilize these tools. Using a mixed method approach, the study combines students’ questionnaires (n=40), teacher interviews (n=21), and classroom observations (n=4) to provide a multifaceted view of AI’s impact on teaching and learning. The findings show that students, mostly fifth graders, demonstrate higher confidence and engagement with Ai tools compared to fourth graders. AI tools such as ChatGPT, Kahoot, Quizlet and Canva AI were the most widely used AI tools which teachers used for lesson planning, assessment, creativity and student participation. Teachers consistently described AI as time saving and an innovative tool though they also emphasized the challenges AI came with mostly related to infrastructure, subscription fees, ethical concerns etc. Observations further confirmed that AI driven lessons increased student engagement and collaboration. Both teachers and students acknowledged the need for guidance and training all to ensure appropriate and balanced AI usage. The discussion situates these findings within current literature, highlighting that successful AI integration depends quite heavily on teacher participation, professional development and institutional support. The study concludes that AI holds significant promise in enhancing pedagogy, but its effectiveness relies on thoughtful application rather than substituting human teaching. Recommendations include improved infrastructure, formal teacher training in AI literacy, and a balanced approach between teachers and AI.. By combining student, teacher and observational perspectives, this thesis contributes practical insights into AI’s role in K-5 education and provides a foundation for future research.