STEM teachers' perceptions, familiarity, and support needs for integrating generative artificial intelligence in K-12 education

We applied a mixed-method survey approach to explore STEM teachers' perceptions, familiarity, and the support needed for integrating generative artificial intelligence (GenAI) in K-12 education. The study collected 48 responses from Idaho, USA, predominantly from White, female teachers servicing in rural schools. We analyzed data using both descriptive and inferential statistics, along with thematic and content analysis. The findings revealed diverse perceptions among STEM teachers regarding the impact of GenAI on education, with an almost equal split between those who viewed GenAI positively and those who viewed it negatively. Similarly, teachers' familiarity with GenAI integration varied widely, with over half lacking user experience. A significant positive correlation was found between teachers' perceptions of GenAI and their familiarity with its integration. Despite these varied views, there was a strong consensus among teachers on the importance of equipping students with AI-related knowledge and skills. While professional development was identified as the most crucial support for GenAI integration, STEM teachers pointed to their own resistance and a lack of awareness among school leadership as major challenges to implementing GenAI-focused professional development. The study discussed the implications for developing support systems that can better facilitate STEM teachers' GenAI integration.