“Will AI replace me?”: Unpacking the roots of Thai teacher anxiety

Veena Prachagool, Parinda Yawongsa, Lindelani Mnguni and Prasart Nuangchalerm

African Educational Research Journal
Published: September 9 2026
Volume 14, Issue 3
Pages 701-706
DOI: https://doi.org/10.5281/zenodo.22678627

Abstract

Artificial intelligence is now entering schools and the learning process. The use of AI in the classroom and teaching methods may lead to anxiety. This study aims to explore Thai teachers’ anxiety towards artificial intelligence in basic education. A survey research design was employed to explore the anxiety of 37 respondents towards AI in education. Concerns about privacy, pedagogy, student growth, and classroom AI are the most stressful. AI can help students and teachers learn, but it may raise concerns about its integrity and reliability towards subject matter. The greatest concern among teachers is that the overuse of AI may harm student development. Depending on AI may affect the teacher–student relationship. AI can minimise teacher-student roles in learning through instructional practices. Teachers believe AI technology can change education's social and ethical underpinnings as well as its methodologies. These problems indicate financial, ethical, and professional systemic issues. Some statements caused less anxiety in their perception. The idea that AI adoption increases teachers' workload is not the main source of worry. AI integration in education requires addressing teachers' legitimate concerns about preserving the human-centred aspects of learning.

Keywords: Anxiety, artificial intelligence, basic education, concerns, teacher.

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