2026 Generative AI Pedagogies and Technologies Survey Data

This survey explores how educators across early childhood, school, and tertiary settings understand, adopt, and integrate generative artificial intelligence (AI) technologies into their professional practice. It aims to build a comprehensive picture of the rapidly evolving AI-in-education landscape by documenting not only which tools teachers are using, but how and why they are being used for teaching, learning, planning, and assessment.The survey gathers demographic information to contextualise AI use across teaching levels, subject areas, experience, and geographic locations. It then examines educators’ familiarity with generative AI and their engagement with a wide range of tools, including large language models, image, audio, video, presentation, tutoring, research, and education-specific platforms. Respondents are asked about the frequency and purposes of their AI use, particularly in lesson planning, assessment design, marking, and feedback.A central focus of the survey is the pedagogical integration of AI in classrooms. Teachers who use AI with students are invited to describe concrete examples of learning activities, including learning objectives, student and teacher roles, the functions AI played in supporting learning, and the benefits and challenges encountered. The survey also addresses assessment implications, probing how AI use affects the evaluation of student work and what strategies educators employ to manage associated issues.For those who do not use AI with students, the survey captures perceived barriers and concerns. An optional future-focused section investigates educators’ views on how AI will reshape teaching and assessment practices, as well as the adequacy of institutional support and professional learning.Overall, the survey seeks to inform educators, researchers, and policymakers about current practices, institutional conditions, and future needs related to generative AI in education, highlighting both innovative uses and critical tensions as AI becomes embedded in everyday teaching and learning.本调研旨在探究学前教育、中小学教育及高等教育场景中的教育工作者，如何理解、接纳并将生成式人工智能（Generative AI）技术融入其职业实践。本调研旨在全面勾勒快速演进的教育人工智能应用图景：不仅记录教师所使用的工具类型，更深入剖析其在教学、学习活动、课程规划与学业评价中的使用方式与动因。调研将收集人口统计学相关信息，以明确不同教育阶段、学科领域、从教年限及地理区域下的人工智能应用场景。随后，调研将评估教育工作者对生成式人工智能的熟悉程度，以及他们对各类工具的使用情况，涵盖大语言模型（Large Language Model）、图像生成工具、音频处理工具、视频创作工具、演示文稿制作工具、智能辅导系统、科研辅助工具及教育专属平台等。调研对象需回答其使用人工智能的频率与用途，尤其是在课程规划、评价方案设计、作业批改与反馈环节中的相关情况。本调研的核心聚焦于课堂中人工智能的教学法整合应用。邀请与学生共同使用人工智能的教师，分享具体的学习活动案例，包括学习目标设定、师生角色分工、人工智能在支持学习过程中发挥的功能，以及其所遇到的优势与挑战。调研同时探讨人工智能对学业评价的影响，深入分析人工智能使用如何改变学生作业的评价方式，以及教育工作者可采取哪些策略应对相关问题。对于未与学生共同使用人工智能的教育工作者，调研将收集其认为存在的应用障碍与顾虑。调研设置了可选的未来导向板块，旨在了解教育工作者对于人工智能将如何重塑教学与评价实践的看法，以及其对机构支持与专业学习配套措施的充足性评价。总体而言，本调研旨在为教育工作者、研究者与政策制定者提供教育领域生成式人工智能应用的当前实践、机构现状及未来需求相关的信息，凸显人工智能融入日常教学与学习过程中出现的创新应用场景与关键矛盾。