Do in-service teachers accept artificial intelligence-driven technology?

Simple item page
dc.contributor.authorMolefi, Rethabile Rosemary
dc.contributor.authorAyanwale, Musa Adekunle
dc.contributor.authorKurata, Lehlohonolo
dc.contributor.authorChere-Masopha, Julia
dc.date.accessioned2024-05-27T10:41:47Z
dc.date.available2024-05-27T10:41:47Z
dc.date.issued2024-05-20
dc.description.abstractThis study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Lesotho, focusing on the mediating role of school support and resources (SSR). In Lesotho’s educational land- scape, which is characterized by a growing interest in technology integration, this study fills an essential gap in the existing literature by exploring in-service teachers’ perspectives on AI adoption and the mediating influence of SSR. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework, the study adopts a cross-sectional design, collecting data from a sample of 315 in-service teachers through online surveys. The data was analyzed using maximum likelihood estimation. The results reveal a substantial positive relationship between perceived usefulness, perceived ease of use, and a positive attitude towards AI, with SSR playing a pivotal role as a complementary mediator in these connections. However, the study identifies a non- significant relationship between technical proficiency and behavioral intention, suggesting a need for further investigation into the technical skills essential for effective AI integration. The results highlight the critical role of SSR in shaping in-service teachers’ intentions to use AI in their teaching practices. As a result, the study rec- ommends tailored continuous professional development programs and collaborative learning communities to enhance teachers’ skills. Additionally, it emphasizes the importance of advocating for policies that support AI integration in education and underscores the ethical considerations related to AI use. We discuss the implications of our results concerning integrating AI into teachers’ teaching practices in schools and outline future directions.en
dc.description.sponsorshipSelfen
dc.identifier.issn2666-5573
dc.identifier.urihttps://hdl.handle.net/20.500.14155/1953
dc.language.isoenen
dc.publisherElsevieren
dc.subjectArtificial intelligence in education, In-service teachers, Lesotho education, School support for technology, Teacher attitudes towards AI, Unified theory of acceptance and use of technologyen
dc.titleDo in-service teachers accept artificial intelligence-driven technology?en
dc.title.alternativeThe mediating role of school support and resourcesen
dc.typeArticleen
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Article-Service-Molefi-2024.pdf
Size:
3.24 MB
Format:
Adobe Portable Document Format
Description:
Main article
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.86 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Research Articles