English teachers and AI : Exploring perceptions of AI-assisted writing tools in Swedish upper secondary school

Sammanfattning

This study explores how some English teachers in Swedish upper secondary schools perceive and engage with AI-assisted writing tools such as ChatGPT and Grammarly. With the growing integration of artificial intelligence into educational environments, understanding teachers’ attitudes and experiences becomes essential for ensuring responsible and effective usage. Through semi-structured interviews with eight English teachers, this qualitative case study reveals a spectrum of perspectives from cautious skepticism to enthusiastic adoption, shaped by prior experience, institutional support, and ethical concerns. Teachers who are less familiar with AI tools often emphasize risks such as academic dishonesty and student dependency. In contrast, those with more classroom experience using tools like ChatGPT or Grammarly tend to explore how these technologies can support differentiated instruction and promote student independence. However, their views are not uniformly positive; concerns about overreliance, tool limitations and ethical ambiguity remain present among both groups of teachers, those with limited AI experience and those who use AI more frequently. These findings suggest that the effective integration of AI depends not only on teacher competence, professional development and supportive leadership, but also on ongoing critical reflection and clearly defined pedagogical aims. Although AI tools present opportunities for increased efficiency and personalized learning, their use must be carefully considered to ensure that they complement rather than compromise the education. This study contributes to the broader conversation on AI in education, highlighting the need for balanced implementation.