In recent years, rapid advancements in technology have transformed educational processes. Artificial intelligence plays a significant role in this transformation, offering new opportunities to students and teachers alike. AI is increasingly becoming a prominent tool in the field of education, effectively used in various subjects. Particularly in life skills classes, which aim to develop individuals' daily life competencies and social awareness, AI applications hold substantial importance. In this context, understanding the perspectives of classroom teachers regarding the use of AI is crucial. This study aims to reveal classroom teachers' opinions on the use of AI in life skills classes. Conducted within the scope of qualitative research, the study utilizes descriptive phenomenology as one of the types of phenomenological design. Data from 20 classroom teachers were collected through semi-structured interview forms. Descriptive analysis was employed to analyze the data. The findings of the study indicate that, although AI has disadvantages such as concerns over privacy, excessive screen exposure, technology addiction, and ease of access to information without critical inquiry, teachers actively use AI because of its advantages. These include enriching the educational environment and course content, as well as making learning enjoyable. Based on the findings, it is suggested that AI could be used more actively in life skills and other classes, and educational programs addressing AI's disadvantages could be organized.
Life science, artificial intelligence, technology, educational environment.