In recent years, artificial intelligence (AI) applications have gained increasing importance in the Turkish education system. These applications are employed to enhance educational efficiency, support student achievement, facilitate teachers’ professional practices, and promote equity in education. The aim of this study is to examine the perceptions and views of secondary school teachers regarding the use of AI applications. The research was conducted within the framework of a qualitative phenomenology design. The study was conducted at the district-level in a single district of Adıyaman province (Kahta). The findings provide context-specific insights and are not directly generalizable to all secondary schools in Turkey, though they offer transferable implications.The participant group consisted of 17 secondary school teachers from different subject areas. Data were collected through a semi-structured interview form and analyzed using content analysis. The findings revealed that teachers define AI as machines capable of thinking and behaving like humans, and they acknowledge its intensive use in the fields of information technology and software. Teachers also emphasized that AI provides quick access to accurate information, fosters creativity and innovation, is applicable in education, and facilitates knowledge acquisition processes. On the other hand, some teachers expressed concerns that AI may lead to laziness among individuals, cause the disappearance of certain professions, and result in superficial learning. Participants also reported that their knowledge of AI is largely based on individual research. Overall, the results indicate that teachers’ perceptions of AI encompass both positive and critical dimensions. This study contributes to understanding teachers’ perspectives on AI integration in education and provides a foundation for future research in this field.

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