Implementering utan formella beslut : En kvalitativ studie av AI i skolan

Sammanfattning

The increasing use of artificial intelligence (AI) tools such as ChatGPT in Swedish schools has largely developed in the absence of formal policy decisions and clear guidelines. This study examines how the lack of a formal policy framework affects teachers’ prerequisites for using AI in upper secondary education. Adopting an implementation perspective and drawing on Lennart Lundquist’s model of will, ability, and understanding, the study analyzes how teachers navigate a context characterized by limited steering and unclear expectations. The study is based on qualitative interviews with teachers and focuses on how individual motivation, access to resources, and interpretations of responsibility and mandate shape the implementation of AI in everyday school practice. The findings show that although many teachers express an interest in using AI, implementation is constrained by insufficient resources, limited organizational support, and uncertainty regarding roles and expectations. Understanding emerges as a particularly important factor, as teachers must interpret the absence of policy and develop local practices on their own. The study contributes to implementation research by highlighting how policy absence influences actors’ behavior and implementation processes. It also demonstrates that the integration of AI in schools should be understood not only as a pedagogical or technical issue, but as a question of governance and steering. Word count: approximately 10000 words.