School Readiness and Ethical AI Practices in Elementary Education: A Mixed Methods Study

Abstract

The rapid advancement of Artificial Intelligence (AI) in education presents both opportunities and challenges for elementary schools in establishing technology-ready and ethically responsible learning environments. This study aimed to examine school readiness and ethical AI practices in elementary education. A quantitative descriptive approach was employed involving 272 elementary school teachers as respondents. Data were collected using a structured questionnaire measuring five dimensions of school readiness, namely technology, teacher competence, leadership, policy, and organizational support, as well as ethical AI practices encompassing data privacy, transparency, fairness, academic integrity, and pedagogical use of AI. Descriptive statistical analysis was conducted using means and percentages. The findings revealed that most teachers had already integrated AI into their teaching practices (89.7%). School readiness was generally high, as reflected in leadership (M = 4.04), technology (M = 4.03), and teacher competence (M = 3.99). However, policy (M = 3.73) and organizational support (M = 3.72) received comparatively lower scores, indicating areas requiring further improvement. Ethical AI practices demonstrated a very high level (M = 4.12), suggesting strong teacher awareness regarding data protection, transparency, fairness, academic integrity, and the responsible use of AI in educational settings. These findings indicate that elementary schools are reasonably prepared to integrate AI into teaching and learning processes. Nevertheless, stronger institutional policies and organizational support are needed to ensure the effective, ethical, secure, and sustainable implementation of AI in education.