The perceptions of my fellow teachers about artificial intelligence can be divided into three main categories: those who are interested in AI and actively seek to utilize it, those who are interested but hesitate to approach it due to its perceived complexity, and those who reject AI as unnecessary. Among these groups, I most frequently encounter teachers who have a keen interest in AI but find it daunting. They often harbor vague fears about how to effectively utilize AI for educational purposes and to enhance their practical work. This sentiment is also prevalent among administrators, parents, and students. Recently, the Ministry of Education has been developing digital textbooks and AI coursework, encouraging teachers to use these tools. However, many teachers perceive digital textbooks and AI coursework as merely difficult and bothersome tasks. The challenge I face is addressing the concerns of educators who are interested in AI but hesitate to embrace it due to its perceived complexity. Despite the Ministry of Education's efforts to introduce AI-based educational tools, many teachers view them as additional burdens rather than opportunities for enhancing the quality of education. Changing teachers' perceptions and providing systematic support and training for the effective use of these tools will be crucial for the successful integration of AI in the classroom. Only by helping teachers seamlessly incorporate AI technology into their lessons can we ultimately drive improvements in the quality of education.