Teacher Strategies Promote Student Integrity in Artificial Intelligence-Supported Learning

Abstract

The study investigates teacher strategies for promoting student integrity in artificial intelligence (AI)-supported learning in an Indonesian primary school. It addresses three questions: what strategies teachers use to cultivate character during AI use, what challenges they encounter, and how AI contributes to students’ character development. A qualitative case study was conducted at SDIT Al-Furqan Wahdah Islamiyah Bajeng, involving nine purposively selected informants comprising four classroom teachers, one principal, and four students. Data were collected through in-depth interviews, participant observation, and documentation, then reduced, categorized, and analyzed inductively using an interactive qualitative analysis model. The findings show that teachers promote integrity through process-oriented assessment, integrity checklists, oral verification requiring students to explain AI-generated answers in their own words, time restrictions, and cross-checking AI outputs with textbooks. These strategies reinforce honesty, responsibility, discipline, independence, and critical thinking. Key supporting factors include balanced school policies and classroom facilities, while major challenges involve students’ attraction to instant answers and limited parental supervision at home. The findings indicate that AI does not automatically strengthen or weaken student character; rather, its educational effects depend on deliberate teacher guidance. The study therefore positions teachers as facilitators of integrity and highlights guided, ethical AI use as a promising approach to character education in primary schools.