<![CDATA[The integration of Artificial Intelligence (AI) into education is accelerating, particularly in digital and distance learning. However, teachers' perceptions—especially across different educational levels, school types, locations, generations, and teaching experiences—remain insufficiently explored. This study adopts a quantitative descriptive approach to investigate Indonesian teachers' readiness, perceived benefits, barriers, and expectations regarding the use of AI in digital learning. A total of 104 teachers from primary to secondary schools completed a Likert-scale survey, with optional open-ended responses used to enrich the interpretation. The results show that digital readiness and positive perceptions of AI are higher among younger teachers, those working in urban or private schools, and those with less than 20 years of experience. Conversely, barriers are more pronounced among senior teachers and those in non-urban public schools. Despite this, hope for AI's potential remains strong across all groups. This study offers nuanced insights into teachers’ voices that align with the principles of SINAU, promoting the use of meaningful, authentic, and contextually relevant strategies for integrating AI in education.]]>
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