Teachers’ Perspectives on Artificial Intelligence in Literary Education: Opportunities and Challenges in the Digital Age

Farida Nugrahani, Veronika Unun Pratiwi, Ali Imron A.M

Abstract


The aim of this study is to examine how Artificial Intelligence (AI) is applied in literature learning in the digital age, as well as the opportunities and challenges it presents for teachers and students. A descriptive qualitative method was employed, with data drawn from 953 teachers who graduated from the In-Service Teacher Education Program (PPG) in 2024. Initial data were collected through a questionnaire, followed by purposive sampling to select five key informants for in-depth interviews. The data were analyzed using interactive techniques, and their validity was ensured through source and method triangulation. The findings indicate that the application of AI in literature education offers significant opportunities to transform teaching and learning practices, enabling students to achieve better academic performance. Notably, 4.3% of teachers reported that AI facilitates students’ access to learning materials. Regarding the challenges, 54.1% of teachers emphasized the need to anticipate issues related to privacy and algorithmic bias, as not all students have equal access to or ability to use AI. Additionally, 48.6% of teachers highlighted the risk of increasing student dependence on technology. However, the integration of AI in learning demonstrates a positive trajectory for the future.

Keywords


artificial intelligence, literary learning, digital age, opportunities, challenges

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References


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DOI: http://dx.doi.org/10.52155/ijpsat.v54.1.7594

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Copyright (c) 2025 Veronika Unun Pratiwi, Farida Nugrahani, Veronika Unun Pratiwi, Ali Imron A.M

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