Teachers rapidly adopting AI but majority say they lack training, support
Teachers are adopting digital tools and artificial intelligence in the classroom, but many are doing so without the training, support, or safeguards needed to use them effectively according to a survey by managed service provider Cusken Sync IT.
The research, based on a sample of 109 primary and secondary school teachers across Ireland, revealed that 91% of respondents were already using AI tools such as ChatGPT in their teaching or lesson preparation. However, this rapid adoption was largely unsupported, with 85% saying they would welcome formal guidance and training.
Most teachers rated their school’s IT infrastructure as ‘very good’ or ‘good’, close to 1 in 3 (32%) said it was only ‘adequate’ or ‘poor’ and only 15% felt they had the equipment they need to teach effectively, highlighting a disconnect between access and real-world classroom demands.
Technical Support was identified as a key area requiring improvement alongside access to appropriate student devices. Furthermore, 41% of teachers reported receiving little or no regular training on digital teaching tools, suggesting that many are left to upskill independently.
Cyber security preparedness emerged as a key concern. Almost three-quarters (71%) of teachers surveyed had not received cybersecurity training in the past two years, while a significant proportion reported low confidence in understanding the risks facing schools. As reliance on digital platforms increases, this raises concerns about schools’ ability to manage emerging threats.
Only 9% of teachers believed their school was fully equipped for modern, technology-driven teaching, and 39% said their schools digital/IT readiness was average, below average or poor.
Joe Molloy, managing director, Cusken Sync IT, said: “Teachers are already integrating AI into their work, but they’re doing so without consistent guidance or support. While the Department of Education’s new AI taskforce is a welcome move, our findings show the system is already under pressure. The gap between policy and practice is widening – and without faster delivery of training and support, schools risk falling behind the pace of change.”
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