Teachers' Perceived Benefits and Risks of AI Across Fifty-Five Countries: An Audit of LLM Alignment and Steerability

Teachers' trust in artificial intelligence (AI) in education depends on how they balance its perceived benefits and risks. Yet global discussions about scaling AI in education rely on fragmented evidence, as most studies of teachers' perceptions focus on single countries or small samples. This lack of representative cross-national evidence limits both theory building and policy development. At the same time, large language models (LLMs) are increasingly used in research, policy, and teachers' pr

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ethics.ai (8 May 2026), “Teachers' Perceived Benefits and Risks of AI Across Fifty-Five Countries: An Audit of LLM Alignment and Steerability,” evidence record 4697, https://ethics.ai/record/4697 (originally published by arXiv).

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