Kübra Melis Avcu, Erol Koçoğlu
Fırat University (Turkey), Inönü University (Turkey)
This study aims to examine the views of middle school teachers regarding the use of holographic teachers in future education through a qualitative approach. A phenomenological design was adopted for the research, and semi-structured interviews were conducted with 25 middle school teachers selected from the central district of Malatya. During the data collection process, the interviews were supported by audio recordings, and the data were categorized into thematic themes using descriptive analysis methods. The teachers indicated that holographic teachers could offer content tailored to each student's individual needs and make lessons more interactive thanks to artificial intelligence-supported algorithms. However, significant challenges such as high costs, lack of technological infrastructure, difficulties in teacher adaptation, and the weakening of student-teacher relationships were also identified. In conclusion, while holographic teachers present great opportunities for the potential in education, comprehensive planning, adequate resource provision, and support for teachers' professional development are necessary for successful integration.
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