Towards AI Literacy in L1 Education: Examining L1 Teachers’ Beliefs About Generative AI

Key findings from this study

• The study found that most students use GenAI, yet schools lack adequate policies and teaching materials to support its educational integration.
• The researchers found that L1 teachers demonstrated moderate acceptance of GenAI but expressed varying concerns about problematic usage patterns and saw different potential across secondary education levels.
• The authors report that teachers identified writing instruction as the most promising domain for GenAI integration while overlooking critical applications in linguistics and literature education.

Overview

The study examines beliefs held by 124 Dutch secondary L1 (first language) teachers regarding generative AI use in their educational domain. GenAI has substantially impacted language education since public release in 2022, yet prior research on teacher beliefs concentrated on STEM, social studies, and L2 contexts. Understanding L1 teacher perspectives on GenAI adoption and integration remains largely unexplored despite its relevance to writing instruction, linguistics, and literature pedagogy.

Methods and approach

The researchers conducted an exploratory survey with 124 L1 teachers across Dutch secondary schools. The survey collected data on teacher beliefs about GenAI applications in secondary education, including concerns regarding problematic usage patterns and perceived opportunities for classroom integration. Analysis examined variations in beliefs across different secondary education levels.

Results

GenAI is widely discussed in schools and used by most students, yet institutional policies and instructional materials addressing it remain insufficient. Teachers demonstrated moderate acceptance of GenAI use alongside variable concerns about misuse. Beliefs differed significantly across secondary education levels. Teachers identified writing instruction as the primary domain for potential GenAI integration, though they acknowledged both implementation challenges and pedagogical possibilities.

Implications

L1 teachers occupy a critical position in developing student competencies around GenAI literacy. Current institutional gaps in policies and materials create space for pedagogical innovation but also necessitate structural support. Teacher preparation programs and professional development initiatives must provide frameworks for integrating critical GenAI reflection across L1 curricula.

The moderate acceptance observed suggests receptiveness to thoughtful GenAI integration rather than outright resistance. However, varying belief patterns across education levels indicate that implementation strategies cannot assume uniform teacher readiness. Tailored approaches accounting for contextual differences may enhance adoption and student learning outcomes.

GenAI literacy extends beyond writing instruction into linguistic analysis and literary interpretation. Teachers require guidance to recognize opportunities for critical engagement with GenAI across these domains. Research-informed resources and professional networks could facilitate broader pedagogical exploration of GenAI's role in L1 education.

Scope and limitations

This summary is based on the study abstract and available metadata. It does not include a full analysis of the complete paper, supplementary materials, or underlying datasets unless explicitly stated. Findings should be interpreted in the context of the original publication.