Teachers’ Perceptions and Use of GenAI-Based Writing Tools in Assessment Practices: A Mixed-Methods Study.

The integration of generative artificial intelligence (GenAI) into education is reshaping teaching, learning, and assessment practices, particularly in the domain of writing. While AI-based writing tools offer opportunities to support idea generation, revision, feedback, and self-assessment, they also raise concerns regarding writing authenticity and academic integrity. This study investigates teachers’ perceptions and use of GenAI-based writing tools in writing instruction and assessment, with a particular focus on the role of familiarity with digital tools and the importance attributed to assessment practices. An exploratory mixed-methods study was conducted between January and February 2025 with 549 secondary school teachers enrolled in qualification courses at Telematic University of Pegaso (Italy). Although the broader research adopted an integrated mixed-methods design, this paper reports only the quantitative findings. Inferential analyses (Pearson correlations and ANOVA) were used to examine the relationships between teachers’ use of digital tools, the importance attributed to assessment tools, and their perceptions and practices regarding GenAI. The results indicate that teachers’ use of software tools is positively associated with the perceived usefulness of GenAI for learning and writing, whereas the importance attributed to assessment tools shows only weak relationships with these perceptions. Furthermore, greater familiarity with digital tools is associated with preferences for specific writing support tools, the perceived usefulness of GenAI for particular writing skills, and previous teaching experience with GenAI technologies. However, all observed effects are small, suggesting that digital familiarity alone has a limited impact on teachers’ attitudes and practices. These findings highlight that, although exposure to GenAI may encourage more positive perceptions of its educational value, broader institutional support and targeted professional development are needed to foster meaningful integration of GenAI into writing instruction and assessment.