Barriers to Artificial Intelligence Integration in K-12 Education: A Qualitative Study of Teachers and School Leaders

Abstract

Artificial intelligence is increasingly being incorporated into K-12 education, yet its effective integration depends on more than access to emerging technologies. This qualitative descriptive study examined the barriers experienced by teachers and school leaders when integrating artificial intelligence into school practices. Semi-structured interviews were conducted with 24 participants, including 16 classroom teachers and eight school leaders from eight public schools in a metropolitan school district in the southeastern United States. Data were analyzed using reflexive thematic analysis. Six interconnected themes were identified: uneven knowledge and confidence created different starting points for AI integration; professional development was insufficiently practical and sustained; unclear and inconsistent policies produced uncertainty; ethical and pedagogical concerns limited uncritical adoption; resource, access, and time constraints shaped opportunities for experimentation; and differences between teacher and leader perspectives revealed an implementation gap. The findings indicated that barriers to AI integration were not isolated but interacted across individual and organizational levels. Teachers frequently associated their uncertainty with inadequate preparation, unclear expectations, and limited practical support, while school leaders faced challenges related to policy development, resource allocation, governance, and the rapid evolution of AI technologies. The findings further showed that technological familiarity alone did not ensure pedagogically appropriate or ethically responsible AI use. Effective integration requires sustained professional development, clear and adaptable institutional policies, equitable access to appropriate resources, stronger communication between teachers and school leaders, and continued attention to privacy, accuracy, academic integrity, and human judgment. The study contributes to understanding AI integration as a multidimensional organizational and instructional process rather than solely a technology adoption issue.