International Journal of Information and Learning Technology· 2026Q1
Navigating the promise and perils of artificial intelligence in primary education: insights from the Iranian context
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- Q1SCImago
- 2026year
Short summary
AI integration in Iranian primary schools faces a tension between opportunities and structural constraints, requiring localized strategies and inclusive policy design, according to qualitative analysis of 26 stakeholder interviews.
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Key points
- AI integration in Iranian primary schools presents both opportunities and significant technical, pedagogical, and socio-ethical challenges.
- Three core dynamics identified: opportunity-structure tension, contextual mediation, and temporal dimension.
- Qualitative content analysis involved semi-structured interviews with 26 stakeholders, including teachers and Ministry of Education officials.
- Findings underscore the need for localized strategies and inclusive policy design for equitable AI implementation in developing educational contexts.
AI-generated from the title and abstract; the full text is not read.
Abstract
Purpose This study critically investigates the integration of artificial intelligence (AI) into Iranian primary education, highlighting both its transformative potential and context-specific challenges within a centralized and resource-constrained system. Design/methodology/approach Using a qualitative content analysis approach, data were collected through semi-structured interviews with 26 stakeholders, including technology managers, school supervisors, teachers and officials from the Ministry of Education. Findings The analysis revealed ten core themes: AI tools and platforms; educational applications; benefits; technical, pedagogical and socio-ethical challenges; characteristics of primary education settings; privacy and ethical concerns; futures of AI in education; teacher training and professional adaptation; cultural and regional considerations; and AI’s role in fostering creativity. These themes reveal three interconnected dynamics: opportunity-structure tension, contextual mediation and temporal dimension. Originality/value The findings offer contextualized insights into how AI integration can be responsibly and equitably implemented within Iranian primary schools. This research contributes to the global discourse on AI-driven educational transformation by emphasizing the importance of localized strategies and inclusive policy design in non-Western, developing educational contexts.
The authors' abstract, as published at the source. International Journal of Information and Learning Technology, 2026 · DOI ↗
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Field: Computer Science Applications
Computer Science ApplicationsComputer Science