Trust as Pedagogical Infrastructure: Examining Teacher Perceptions of AI Disclosure and Relational Conditions

Authors

DOI:

https://doi.org/10.18357/otessac.2026.6.1.601

Keywords:

AI disclosure, pedagogical trust, teacher perceptions

Abstract

This short paper examines how in-service teachers perceive the relationship between student AI disclosure and classroom trust, drawing on survey responses of 32 educators in Eastern Canada. The analysis examines perceptual tensions between teachers' expectations of disclosure and their recognition of emotional and structural barriers. Results revealed teachers expressed low trust in student honesty in AI disclosure and recognize non-disclosure as fear-driven due to negative academic consequences. Overall, findings suggest that teacher-student AI trust is not an inherent interpersonal sentiment but pedagogical infrastructure that should be constructed through policy and instructor's support.

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Published

2026-09-26

How to Cite

Huang, J.-Y., Lin, M. P.-C., Chang, D., Lin, C.-L., Ho, M., & Ryoo, J. (2026). Trust as Pedagogical Infrastructure: Examining Teacher Perceptions of AI Disclosure and Relational Conditions. The Open Technology in Education, Society, and Scholarship Association Conference, 6(1), 1–7. https://doi.org/10.18357/otessac.2026.6.1.601

Issue

Vol. 6 No. 1 (2026): OTESSA Conference Proceedings

Section

Research

License

Copyright (c) 2026 Jing-Yuan Huang, Michael Pin-Chuan Lin, Daniel Chang, Chien-Liang Lin, Marco Ho, Jeeho Ryoo

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