AI i bildämnet : En studie om fyra bildlärares användning och erfarenhet av artificiell intelligens

Sammanfattning

This bachelor's thesis explores how Swedish visual arts teachers (Bildlärare) relate to and use artificial intelligence (AI) in their professional practice. The study focuses both on AI as a tool in teachers’ work (e.g., planning and lesson design) and on AI as a potential content area within visual arts education. It also examines how teachers perceive their interpretive space when AI is considered in relation to curriculum and policy documents. The study applies a qualitative research design based on semi-structured interviews with four visual arts teachers. The interview data were analysed using thematic analysis. The findings show that teachers’ attitudes towards AI are characterised by ambivalence, ranging from curiosity and perceived usefulness to scepticism and concern. AI is primarily described as a practical support for planning and idea generation, but its use varies across teachers and typically requires adaptation and professional judgement. A recurring theme is that organisational conditions – such as access to tools, collegial discussion, and local guidelines – shape whether and how AI becomes part of everyday practice. When discussed as teaching content, AI is most often linked to critical visual literacy, including image analysis, source criticism, deep-fakes, and copyright. Teachers also highlight ethical and legal uncertainties, as well as tensions between the AI-generated production process and the value of human creativity in the subject of visual arts.