#14: A Double-Edged Sword: Navigating Hope and Concern in Teachers’ Adoption of AI Image Generation Tools

Generative AI is rapidly entering classrooms, offering both opportunities and challenges for K-12 education. While text-based models have received extensive attention, the educational implications of AI image generation tools remain largely unexplored. This study examines how K-12 teachers perceive the benefits, risks, and pedagogical uses of such tools. We conducted semi-structured interviews with six U.S. teachers across diverse grade levels and subject areas, combining discussion of current practices with a hands-on prompt-engineering activity. Thematic analysis revealed a persistent tension between teachers’ enthusiasm for efficiency, customization, and creativity, and their deep ethical concerns about bias, stereotypes, and cultural representation. Teachers emphasized the need for knowledge beyond operational skills, including critical understanding of AI’s underlying logic and limitations. Findings point to a pedagogical shift from using generative AI merely for content production toward leveraging it as a tool for fostering critical inquiry, with implications for teacher professional development and equitable learning design.