Teachers must, in one way or another, address issues of Artificial Intelligence (AI) and generative AI (GAI). The urgency became even more acute when the chatbot ChatGPT was launched in November 2022, changing the conditions for teaching and learning in schools, creating tensions within the educational system. The aim of the study is to deepen understanding of teachers' experiences of how generative AI, specifically ChatGPT, shapes teaching and education in secondary and upper secondary schools. The theoretical framework is cultural-historical activity theory. Focus group interviews were performed on two occasions with 15 Swedish teachers. The reflexive thematic analysis resulted in three themes, elucidating tensions and contradictions: Navigating professional autonomy and institutional support in a new teaching landscape; Transforming relationships in the age of AI; and Rethinking the purpose of education in a dynamic educational context. Cultural-historical activity theory regards tensions and contradictions as prerequisites for transformation and development. Therefore, there is potential that generative AI and ChatGPT can become useful educational tools if teachers can negotiate and manage the uncertainties, and learn how to integrate the tools successfully into their teaching.

Another Reality? Encounters with Generative AI in the Swedish Subject at the Upper-Secondary Level. This article presents a qualitative study that investigates how upper-secondary teachers of Swedish engage with Generative AI (GAI). Drawing on interviews with eight teachers, the researchers analysed the perceived challenges and opportunities the technology poses and how it reshapes instruction and conceptions of the subject. The interviews were reflexively thematised, and the salient themes were elaborated through an ecological framework of teacher agency, which formed the basis for a metaanalytic discussion of subject specific educational approaches and the professional spaces for action they enable. The findings show that GAI can both transform teaching and learning and challenge task design, assessment practices, and relational dynamics in the classroom. The study further demonstrates how encounters with GAI can be critically understood as temporal movements in relation to surrounding social, material, and cultural resources. It also offers nuanced perspectives on constructive didactic stances and strategic choices regarding the teacher’s role and conceptions of the subject in relation to generative AI.

Chattbottar förekommer alltmer i skolan, vilket förändrar spelreglerna för utbildning och undervisning. Syftet med studien är att fördjupa kunskapen om elevers syn på hur generativ AI och specifikt chattbottar (ex. ChatGPT) påverkar undervisning och elevers lärande samt vilka utmaningar och möjligheter som elever upplever. I studien deltog totalt 34 elever från högstadiet och gymnasiet. Som datainsamlingsmetod användes gruppintervjuer. Utmaningar som studien identifierat berör framför allt fusk, avsaknad av riktlinjer om hur chattbottar får användas och chattbottars bristande tillförlitlighet. Möjligheterna när det gäller användning av chattbottar i skolan är att de kan fungera som stöd och assistent för elever. Det finns en medvetenhet hos både lärare och elever om chattbottarnas närvaro i skolan, men det är ett ämne som de inte pratar öppet om i så stor utsträckning. Studien visar att det är viktigt att utveckla dialogen mellan lärare och elever för att utforska möjligheterna med chattbottar i undervisningen.

Artificiell intelligens (AI) och chattbottar som ChatGPT har blivit allt vanligare i lärares undervisningspraktik. Syftet med studien är att fördjupa kunskapen om hur AI och specifikt chattbottar (ex. ChatGPT) påverkar undervisning, lärarroll och elevers lärande samt vilka utmaningar och möjligheter som lärare upplever. I studien deltog 15 lärare från högstadiet och gymnasiet i fokusgruppsintervjuer vid två tillfällen. Dessa berörde erfarenheter av AI och ChatGPT, elevers användning av ChatGPT samt hur ChatGPT påverkat undervisning, lärarroll och ämne. Analysen resulterade i fem roller som beskriver lärares undervisning och förhållningssätt: Kontrollanten, Upptäckaren, Demokraten, Observatören och Filosofen. Lärarna kan anta olika roller och gå emellan dem beroende på situation. Resultaten visar att det för lärare är centralt att komma förbi tanken på fusk för att också utforska möjligheterna med AI, men samtidigt vara medveten om och hantera de problem som kan uppstå när chattbottarkommer in i skolan.

Digital learning resources and generative artificial intelligence (GenAI) have, during recent years, been increasingly discussed in the Swedish school context. The aim of this study, therefore, is to investigate how GenAI and chatbots influence teachers working in upper secondary schools. In the study, which was conducted during 2023, teachers of Swedish (mother tongue) were interviewed. The material was analysed using thematic content analysis and teacher agency theories. The study shows that chatbots affect the teachers’ work and agency considerably. Almost all teachers highlight the work they have to do to prevent cheating, but several teachers also highlight the opportunities of chatbots as study buddies. Moreover, the teachers stress the importance of oral assessments, critical thinking, and AI-literacy, which tend to affect subject conceptions.

The use of digital teaching aids in Swedish classrooms has increased during recent years.Previous research has shown that digital teaching aids affect the work and roles of teachers.In this article upper secondary school teachers’ use, and experience of digital teachingaids are problematized. The study is based on questionnaires and the answers are discussedin the light of the theoretical concept of teacher agency. The study coincided withthe Covid pandemic when upper secondary schools went online and the results show thata number of teachers see digital teaching aids as a good supplement in teaching, but thestudy also highlights many challenges. Several teachers experienced technical problemsand difficulties with navigation. Possibilities that the teachers pointed out concerned individualadaptation, self-correcting exercises, and visualizations of abstract phenomena.The result also shows that the teachers often prefer to create their own teaching aids.The teachers’ agency thus expresses a certain resistance to digital teaching aids, and thisin some colleges more than others. The mathematics teachers were most sceptical, whilethe L1 and L2-teachers were more positive. Moreover, the study shows that when theincentives are strong and when autonomy is limited, the use of digital teaching aids tendsto increase, which seems to have consequences for the teachers’ professional identity. Theteachers’ agency is thus both varied and complex and deals with organizational, economic,cultural and social structures. Hence the learning resources the students are given accesscan vary greatly, which in the long run can risk affecting the equivalence of the teaching.