Abstract

Artificial Intelligence (AI), particularly AI chatbots, has brought changes to teaching and learning practices. However, novice teachers’ readiness to integrate this technology into teaching still requires further investigation. This study aimed to explore novice teachers’ perceptions and readiness to use AI chatbots in teaching through the lens of the Unified Theory of Acceptance and Use of Technology (UTAUT). This qualitative study employed a single instrumental case study design involving five novice teachers from the same primary school in Kuala Lumpur, Malaysia, through semi-structured interviews. The data were analysed thematically. The findings showed that participants viewed AI chatbots as “teacher assistants” that supported lesson preparation, concept explanation, and the generation of learning activity ideas. AI chatbots were also perceived as easy to use and helpful in accelerating the completion of teaching-related tasks, although participants still faced challenges in developing clear and specific prompts. Administrative and peer support, infrastructure availability, technical assistance, and structured professional training were also identified as factors supporting participants’ readiness. The findings highlight the importance of developing AI competencies and providing a supportive school ecosystem to support the meaningful integration of AI chatbots into teaching practice.