LENS-AI Study
(Educational) Leadership, Attitudes, Usage Types and School Transformation Processes in the Context of Artificial Intelligence
AI as a Privilege of Teachers? Habitual Barriers and Asymmetric Usage in Schools - Attitudes and Usage Patterns of Teachers Regarding AI in Baden-Württemberg
Abstract
This study examines the paradox of asymmetric artificial intelligence (AI) use in K-12 education, where teachers embrace AI tools for personal and professional purposes while restricting student access. Drawing on data from the LENS-AI study (N=381) conducted in Baden-Württemberg, Germany, we identify a consistent pattern: teachers act as gatekeepers who benefit from generative AI while protecting students from its use. Our survey reveals that 77% of German teachers use AI privately, yet only 64% employ it for instruction, and 57% completely prohibit student use for ideation tasks.
Key Facts
of teachers use AI privately
use AI for instruction
prohibit student AI use for ideation
report more positive attitudes after use
of concerns focus on cognitive threats
see high need for AI training
Key Findings
Usage Paradox
77% use AI privately, but only 64% for teaching, and 57% prohibit student use - revealing asymmetric gatekeeping behavior
Experience Fosters Positive Attitudes
Educational AI use shows stronger positive correlations with enjoyment (ρ=.57) and perceived life improvement (ρ=.49) than private use alone
Gatekeeper Effect
89% of teacher concerns about student AI use focus on cognitive threats like 'loss of critical thinking'
Study Authors
Daniel Autenrieth & Dr. Jan-René Schluchter
University of Education Ludwigsburg