This research analyses the potential effectiveness of integrating artifi- cial intelligence (AI) in high school teaching from the perspective of teachers. With AI emerging as a transformative force in education, it is essential to under- stand teachers' perceptions, attitudes, and experiences regarding its integration into teaching practices. The research aims to explore the opportunities, challenges associated with AI integration in high school education, focusing specifically on the viewpoints of teachers. By using a qualitative approach, through focus groups conducted with high school teachers from Pollog and Skopje region, North Macedonia, the research collects data regarding their perception of AI integration. The qualitative data are analyzed thematically to identify common themes, with the purpose of simplifying and unifying the outcomes. The findings reveal a nuanced understanding of teachers' perspectives on AI integration in high school teaching. While many teachers recognize the potential benefits of AI, such as personalized learning, efficiency enhancement, and opportunities for innovative teaching methods, they also express concerns about challenges such as, data privacy, and the need for comprehensive training and support. This research identifies key factors influencing teachers' attitudes towards AI integration, including familiarity with AI technologies, pedagogical beliefs, confidence in technological skills, and concerns about ethical implications. These insights contribute to a deeper understanding of the complexities surrounding AI integration in high school teaching and offers practical recommendations for enhancing its effective- ness while addressing teachers' concerns and ensuring ethical and responsible use.
teaching, artificial intelligence, high schools, teachers, effectiveness.
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