AI 활용 수업 및 평가에 대한 초·중등교사의 인식과 정책 요구 분석: 중요도-수행도 분석(IPA)을 중심으로 = Elementary and secondary teachers' perceptions and policy implications for AI in instruction and assessment: An importance–performance analysis (IPA) approach

다국어 초록 (Multilingual Abstract)

This study investigated elementary and secondary school teachers' perceptions of AI-integrated instruction and assessment, and proposed policy directions through Importance-Performance Analysis (IPA). Data were collected from 200 teachers in South Korea via an online survey, and analyzed using descriptive statistics and IPA. The findings revealed that teachers' use of AI has entered a stage of routinization, particularly in lesson preparation and delivery, with usage concentrated on generative AI tools such as ChatGPT and Gemini. While teachers reported high confidence in basic digital competencies, they showed relatively lower proficiency in advanced areas such as AI courseware and AI-integrated instructional or assessment design. Perceptions of AI in education were positive, yet ambivalent attitudes coexisted. IPA results indicated that importance ratings exceeded performance ratings in both instruction (importance 3.33, performance 3.01) and assessment (importance 3.36, performance 2.74), with the gap being larger in assessment. Items requiring concentrated improvement included differentiated instruction design, learning data analysis, and personalized feedback. Based on these findings, this study proposes five policy directions: clarifying human-centered AI role boundaries, providing practice-oriented professional development for instructional redesign, developing subject-specific ethical guidelines for AI-based assessment, supporting research-based data literacy, and establishing an integrated support system that connects hardware infrastructure, software capacity, and institutional frameworks.