The behavioural intentions for integrating artificial intelligence in science teaching among pre-service science teachers in South Africa and Thailand
Developing countries in the Global South exhibit diverse trends in the integration of digital technologies, such as Artificial Intelligence in teaching. Complex context-specific factors, including teacher preparedness, influence these trends. Using the Theory of Planned behavior as a theoretical fra...
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| Format: | Article |
| Language: | English |
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Elsevier
2024-12-01
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| Series: | Computers and Education: Artificial Intelligence |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666920X24001371 |
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| author | Lindelani Mnguni Prasart Nuangchalerm R. Ahmad Zaky El Islami Doras Sibanda Indah Juwita Sari Moleboheng Ramulumo |
| author_facet | Lindelani Mnguni Prasart Nuangchalerm R. Ahmad Zaky El Islami Doras Sibanda Indah Juwita Sari Moleboheng Ramulumo |
| author_sort | Lindelani Mnguni |
| collection | DOAJ |
| description | Developing countries in the Global South exhibit diverse trends in the integration of digital technologies, such as Artificial Intelligence in teaching. Complex context-specific factors, including teacher preparedness, influence these trends. Using the Theory of Planned behavior as a theoretical framework, this study explores the behavioral intentions of pre-service science teachers in South Africa and Thailand towards integrating AI into their teaching to inform teacher training, support, and resource allocation policies. The main research question is: ''What are the behavioral intentions of pre-service science teachers in South Africa and Thailand towards integrating AI into their teaching practices?'' The study followed a non-experimental comparative descriptive survey involving 97 South African and 95 Thai final-year BEd students. Data were collected using a structured online questionnaire and analyzed using several statistical tools to compare the TPB constructs between the two samples. South African and Thai pre-service teachers exhibited favorable attitudes and behavioral intentions toward AI integration in teaching. However, Thai students showed significantly higher control and normative beliefs, indicating greater confidence and perceived social support for AI integration than South African students. The findings suggest that targeted teacher training programs and supportive educational policies are essential for enhancing AI readiness, particularly in resource-constrained settings. |
| format | Article |
| id | doaj-art-1c63e50dd5db4652a76afd7b27240fc8 |
| institution | OA Journals |
| issn | 2666-920X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education: Artificial Intelligence |
| spelling | doaj-art-1c63e50dd5db4652a76afd7b27240fc82025-08-20T02:34:38ZengElsevierComputers and Education: Artificial Intelligence2666-920X2024-12-01710033410.1016/j.caeai.2024.100334The behavioural intentions for integrating artificial intelligence in science teaching among pre-service science teachers in South Africa and ThailandLindelani Mnguni0Prasart Nuangchalerm1R. Ahmad Zaky El Islami2Doras Sibanda3Indah Juwita Sari4Moleboheng Ramulumo5Department of Chemistry, College of Science, Engineering and Technology, University of South Africa, Florida, South Africa; Corresponding author.Department of Curriculum and Instruction, Faculty of Education, Mahasarakham University, Mahasarakham, ThailandDepartment of Science Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Serang, IndonesiaDiscipline of Science & Technology Education, School of Education, University of KwaZulu-Natal, Durban, South AfricaDepartment of Biology Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Serang, IndonesiaSelf-Directed Learning Research Unit, Faculty of Education, North-West University, Potchefstroom, South AfricaDeveloping countries in the Global South exhibit diverse trends in the integration of digital technologies, such as Artificial Intelligence in teaching. Complex context-specific factors, including teacher preparedness, influence these trends. Using the Theory of Planned behavior as a theoretical framework, this study explores the behavioral intentions of pre-service science teachers in South Africa and Thailand towards integrating AI into their teaching to inform teacher training, support, and resource allocation policies. The main research question is: ''What are the behavioral intentions of pre-service science teachers in South Africa and Thailand towards integrating AI into their teaching practices?'' The study followed a non-experimental comparative descriptive survey involving 97 South African and 95 Thai final-year BEd students. Data were collected using a structured online questionnaire and analyzed using several statistical tools to compare the TPB constructs between the two samples. South African and Thai pre-service teachers exhibited favorable attitudes and behavioral intentions toward AI integration in teaching. However, Thai students showed significantly higher control and normative beliefs, indicating greater confidence and perceived social support for AI integration than South African students. The findings suggest that targeted teacher training programs and supportive educational policies are essential for enhancing AI readiness, particularly in resource-constrained settings.http://www.sciencedirect.com/science/article/pii/S2666920X24001371Artificial intelligenceBehavioral intentionsComparative descriptive surveyPre-service science teachersScience teaching |
| spellingShingle | Lindelani Mnguni Prasart Nuangchalerm R. Ahmad Zaky El Islami Doras Sibanda Indah Juwita Sari Moleboheng Ramulumo The behavioural intentions for integrating artificial intelligence in science teaching among pre-service science teachers in South Africa and Thailand Computers and Education: Artificial Intelligence Artificial intelligence Behavioral intentions Comparative descriptive survey Pre-service science teachers Science teaching |
| title | The behavioural intentions for integrating artificial intelligence in science teaching among pre-service science teachers in South Africa and Thailand |
| title_full | The behavioural intentions for integrating artificial intelligence in science teaching among pre-service science teachers in South Africa and Thailand |
| title_fullStr | The behavioural intentions for integrating artificial intelligence in science teaching among pre-service science teachers in South Africa and Thailand |
| title_full_unstemmed | The behavioural intentions for integrating artificial intelligence in science teaching among pre-service science teachers in South Africa and Thailand |
| title_short | The behavioural intentions for integrating artificial intelligence in science teaching among pre-service science teachers in South Africa and Thailand |
| title_sort | behavioural intentions for integrating artificial intelligence in science teaching among pre service science teachers in south africa and thailand |
| topic | Artificial intelligence Behavioral intentions Comparative descriptive survey Pre-service science teachers Science teaching |
| url | http://www.sciencedirect.com/science/article/pii/S2666920X24001371 |
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