EAS Publisher | Teachers' Concerns in the Adoption of Large Language Models in Rural Classrooms

Teachers' Concerns in the Adoption of Large Language Models in Rural Classrooms

DOI : https://doi.org/10.36349/easjehl.2024.v07i12.004

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This study explores rural teachers' perspectives on integrating Large Language Models (LLMs) into their classrooms. Utilizing a qualitative research design with focus group discussions, the research identified key concerns among 16 teacher-participants from Mindanao State University in Tawi-Tawi, Philippines. Findings reveal significant anxieties related to equitable access to technology and adequate training, questions about the reliability and effectiveness of LLMs, challenges in aligning LLM outputs with curriculum and pedagogical goals, and considerable apprehension regarding data privacy and security. While teachers recognize LLMs' potential benefits, their reservations highlight the need for comprehensive support, including robust professional development and infrastructure improvements, to ensure responsible and ethical integration of this technology in rural educational settings. The study underscores the importance of addressing these challenges to facilitate the successful and equitable adoption of LLMs in education.

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