The OECD Teaching and Learning International Survey (TALIS) is the world’s largest survey of teachers and principals. In 2024, 280 000 educators from 55 education systems shared insights into their working conditions, professional development and the realities of the modern classroom. In this edition, Results from TALIS 2024, teachers reveal if and how they use artificial intelligence, why they choose teaching, and if they wish to remain in the profession. Data from TALIS enables governments to make policies that improve teaching and learning conditions in their schools.
Teachers’ usage of artificial intelligence varies tremendously
Teachers and education systems have a responsibility to embrace artificial intelligence while also protecting students against its harmful effects. Singapore and the United Arab Emirates are leading the way in this regard. Around 75% of teachers in these systems are using AI. Importantly, teachers in these systems are also most likely to report having received professional learning in using artificial intelligence.
Novice teachers receive more mentorship but are still allocated to difficult environments
Being a novice teacher can be an intimidating experience. No amount of training can prepare someone for the feeling of being directly responsible for hundreds of students. Mentorship can greatly ease the transition from initial teacher education to actual classroom teaching. TALIS data show that novice teachers who have mentors also have greater job satisfaction and well-being. Policymakers also need to consider where novice teachers are teaching. Teacher allocation mechanisms often privilege seniority, which can place the least experienced teachers in the most difficult educational environments.