Perceptions of Educational Staff about the Role of Artificial Intelligence in Supporting Art Therapy in the School Environment

Abstract

This study aimed to explore the perceptions of educational staff regarding the role of artificial intelligence in supporting art therapy as part of a comprehensive educational and therapeutic support system within the school environment. It focused on the challenges and future perspectives related to integrating smart technologies into psycho-educational programs. The study adopted a mixed-method approach (quantitative and qualitative descriptive design). Data were collected through a questionnaire consisting of 25 items, distributed to a sample of 101 members of educational staff, in addition to semi-structured interviews conducted with 12 participants, including teachers, counselors, and art therapists.

The results showed that participants’ perceptions toward artificial intelligence were at a high level (overall mean = 3.81), reflecting a positive attitude toward its integration in educational therapy programs, while emphasizing the importance of human supervision and maintaining a balance between technology and human interaction. The findings also indicated no statistically significant differences attributed to gender, school type, years of experience, or professional role.

The qualitative interviews revealed that the main challenges lie in the lack of training and technical readiness, weak infrastructure, and concerns about privacy and digital ethics. On the other hand, participants expressed cautious optimism about the future of integration, provided that artificial intelligence remains a supportive tool rather than a replacement for teachers and therapists.

The study recommends strengthening professional training for educational staff, developing clear policies for the ethical use of smart technologies in therapeutic and educational contexts, and conducting more applied studies in this field.