ATTITUDES AND PROFESSIONAL READINESS OF PHILOLOGISTS TOWARDS GENERATIVE ARTIFICIAL INTELLIGENCE IN DIFFERENTIATED INSTRUCTION: EVIDENCE FROM GREEK SECONDARY EDUCATION

Abstract

This study investigates the attitudes, perceptions, and level of professional readiness of Philologists in secondary education—language and humanities teachers within the Greek educational system—regarding the use of Generative Artificial Intelligence in differentiated instruction. The study was based on a quantitative, cross-sectional survey involving 90 Philologists, conducted through an online questionnaire. It examined teachers’ familiarity with AI tools, their perceived pedagogical value, barriers to implementation, training needs, and the relationship of these factors with teachers’ professional characteristics. The findings indicate that participants acknowledge the potential of AI to simplify texts, adapt teaching materials, and support differentiation. However, a mature practice of integrating these tools into classroom teaching has not yet been established. At the same time, participants express reservations regarding content validity, students’ critical thinking, and the need for pedagogical oversight. Overall, the study highlights the need for targeted teacher training and institutional guidance.

Keywords: generative artificial intelligence, differentiated instruction, philologists, Greece

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