"Would You Want an AI Tutor?" Understanding Stakeholder Perceptions of LLM-based Systems in the Classroom
arXiv:2503.02885v3 Announce Type: replace-cross Abstract: Large Language Models (LLMs) have gained traction in educational settings, often framed as virtual tutors or teaching assistants. Following early skepticism and bans, many schools and universities have begun integrating these systems into curricula. Yet decisions about whether and how to deploy LLM-based tools are frequently made without systematic engagement with the full range of stakeholders they affect. In this paper, we argue that understanding stakeholder perceptions of LLM-based systems in the classroom is not a matter of measuri
The rapid integration of LLMs into education, following initial skepticism, necessitates a systematic understanding of stakeholder perceptions for effective deployment.
The widespread adoption of AI tutors fundamentally alters learning paradigms and educational institutions, affecting resource allocation, pedagogical methods, and skill development for future workforces.
Educational institutions are shifting from outright bans to active integration of LLM-based tools, prompting a re-evaluation of how technology impacts learning and teaching roles.
- · AI education platform developers
- · Students with personalized learning needs
- · Forward-thinking educational institutions
- · Traditional textbook publishers
- · Educators resistant to technological integration
- · Institutions unable to adapt to AI-driven pedagogy
Increased pressure on educational institutions to develop clear AI integration policies and ethical guidelines.
The evolving role of human educators, shifting towards mentorship, curriculum design, and critical thinking facilitation.
A potential widening of the educational divide if access to advanced AI tutoring remains unevenly distributed globally.
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