Lärarperspektiv på användningen av ChatGPT i grundskolans spanskundervisning : Möjligheter, utmaningar och didaktiska implikationer

Sammanfattning

The purpose of this study is to explore how Spanish teachers in lower secondary school (grades 6–9) perceive and use ChatGPT in their teaching practice. The study examines teachers’ experiences of generative AI, the opportunities they identify, and the challenges that emerge when such tools are introduced into language education. Particular attention is given to how ChatGPT is positioned in relation to teachers’ professional responsibilities and students’ language development. The study also considers ethical and didactic concerns related to assessment and academic integrity. The analysis is grounded in sociocultural and pragmatic perspectives. Current national guidelines from the Swedish National Agency for Education are used as an additional analytical framework. The study is based on a quantitative survey conducted with 50 Spanish teachers working in compulsory school (grades 6–9) in Sweden. The questionnaire focused on how ChatGPT is used in teaching, teachers’ attitudes towards the tool, and perceptions of its pedagogical value. The results show that ChatGPT is primarily used as a professional support tool for lesson planning, material creation, and linguistic adaptation. Teachers report that the tool contributes to efficiency and variation in teaching. However, student use of ChatGPT is approached with caution. Concerns related to cheating, superficial learning, and reduced student effort are frequently expressed. The study indicate that teachers hold an ambivalent but reflective view of ChatGPT. While its potential as a pedagogical resource is acknowledged, teachers emphasize the need for clear guidelines, critical evaluation, and strong didactic judgement. ChatGPT is not perceived as a replacement for teaching or learning processes, but as a tool whose value depends on how it is used. The study concludes that the integration of generative AI in Spanish language teaching requires careful consideration of pedagogical aims and ethical responsibilities. Teachers’ professional agency remains central to ensuring that AI supports, rather than hinders, students’ language development.