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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