What the study found
The study found that Dutch secondary school L1 teachers had a moderate degree of acceptance toward generative AI (GenAI), which refers to AI systems that generate text or other content. They also saw both concerns and possibilities in using it, especially for writing instruction.
Why the authors say this matters
The authors say it is important to consider L1 teachers' beliefs about GenAI and how it is affecting different domains of L1 education. The study suggests that more efforts are needed to inform L1 teachers that critical reflection on GenAI could also be done in linguistics and literature education.
What the researchers tested
The researchers conducted an exploratory survey study with 124 L1 teachers from Dutch secondary schools. They examined teachers' beliefs about the use of GenAI in secondary education.
What worked and what didn't
The findings show that GenAI is broadly discussed in schools and used by most students, but adequate policies and teaching materials are scarce. Significant differences were found across different levels of secondary education, and teachers expressed different degrees of concern about problematic aspects of GenAI use.
What to keep in mind
The abstract describes only Dutch secondary schools and L1 teachers, so the findings are limited to that context. Limitations beyond the study scope are not described in the available summary.
Key points
- The study surveyed 124 L1 teachers in Dutch secondary schools.
- Teachers showed a moderate level of acceptance of GenAI.
- GenAI was broadly discussed in schools and used by most students.
- Policies and teaching materials on GenAI were described as scarce.
- Teachers saw GenAI mainly as relevant to writing instruction, but also as something to reflect on in linguistics and literature.
Disclosure
- Research title:
- Dutch L1 teachers show moderate acceptance of GenAI
- Authors:
- Emmy Stevens, Jimmy van Rijt, Siebe Bluijs, Sander Bax
- Institutions:
- Leiden University, Tilburg University, Tilburg University, Utrecht University
- Publication date:
- 2026-03-05
- OpenAlex record:
- View
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