Large language models in secondary informatics education : teachers’ perspectives

Abstract

This study explores secondary Informatics teachers’ perspectives on integrating large language models (LLMs) like ChatGPT into their teaching practices. Twenty-one teachers teaching informatics in secondary schools participated in workshops where they engaged with LLMs and discussed their classroom applications. Teachers identified benefits such as enhanced student engagement, personalised support, facilitation of complex explorations, and real-world preparation. However, challenges emerged, such as revising assessment methods and fostering students’ critical evaluation of AI outputs. Teachers also expressed concerns about potential overreliance on technology. Practical issues like data privacy, access limitations, and the necessity for structured training programs were also highlighted. While teachers see LLMs as valuable tools for enriching Informatics education, effective integration requires addressing assessment challenges, ensuring critical evaluation skills, and providing robust training and infrastructure. To fully realise the potential of LLMs in Informatics education, stakeholders must prioritise assessment reform, embed critical thinking instruction, and invest in comprehensive teacher training and infrastructure.