Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schools
This study contributes to existing research on how to integrate Artificial intelligence (AI) into school systems globally. This research explores in-service teachers' preparedness for integrating artificial intelligence into schools. We conducted this research within the context of the South Af...
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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/S2666920X24001334 |
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| author | Musa Adekunle Ayanwale Sibusiso D. Ntshangase Owolabi Paul Adelana Kunle Waheed Afolabi Umar A. Adam Stella Oluwakemi Olatunbosun |
| author_facet | Musa Adekunle Ayanwale Sibusiso D. Ntshangase Owolabi Paul Adelana Kunle Waheed Afolabi Umar A. Adam Stella Oluwakemi Olatunbosun |
| author_sort | Musa Adekunle Ayanwale |
| collection | DOAJ |
| description | This study contributes to existing research on how to integrate Artificial intelligence (AI) into school systems globally. This research explores in-service teachers' preparedness for integrating artificial intelligence into schools. We conducted this research within the context of the South African school system with teachers of various specializations, including sciences, social Sciences, mathematics, and languages. Drawing on the extended Unified Theory of Acceptance and Use of Technology (UTAUT2), we gathered teachers' perspectives through eight variables of technology integration, social influence, AI ethics, attitudes, TPACK, perceived self-efficacy, AI professional development, and AI preparedness. To analyze the 430 teachers' data involved in this study, we used a structural equation modeling analytical approach with SmartPLS software version 4.1.0.0. Our results indicate that technology integration, social influence, attitudes, and perceived self-efficacy influence teachers’ preparedness for AI. However, TPACK and ethics do not influence preparing teachers to integrate AI into schools. This study further presents interesting insight based on the mediation and moderation analysis of the variables. We discuss our findings and highlight their implications for practice and policy. |
| format | Article |
| id | doaj-art-9afd5decd2364bdeb04cd3419804e2ce |
| institution | DOAJ |
| issn | 2666-920X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education: Artificial Intelligence |
| spelling | doaj-art-9afd5decd2364bdeb04cd3419804e2ce2025-08-20T02:52:28ZengElsevierComputers and Education: Artificial Intelligence2666-920X2024-12-01710033010.1016/j.caeai.2024.100330Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schoolsMusa Adekunle Ayanwale0Sibusiso D. Ntshangase1Owolabi Paul Adelana2Kunle Waheed Afolabi3Umar A. Adam4Stella Oluwakemi Olatunbosun5Department of Mathematics, Science and Technology Education, Faculty of Education, University of Johannesburg, Auckland Park, 2006, South Africa; Corresponding author.Department of Recreation and Tourism, University of Zululand, KwaZulu-Natal, South AfricaInstitute of Educational Technology, The Open University, United KingdomDepartment of Science Education, University of Ilorin, NigeriaDepartment of Science and Technology Education, Lagos State University, Ojo, NigeriaDepartment of Educational Psychology, University of Johannesburg, South AfricaThis study contributes to existing research on how to integrate Artificial intelligence (AI) into school systems globally. This research explores in-service teachers' preparedness for integrating artificial intelligence into schools. We conducted this research within the context of the South African school system with teachers of various specializations, including sciences, social Sciences, mathematics, and languages. Drawing on the extended Unified Theory of Acceptance and Use of Technology (UTAUT2), we gathered teachers' perspectives through eight variables of technology integration, social influence, AI ethics, attitudes, TPACK, perceived self-efficacy, AI professional development, and AI preparedness. To analyze the 430 teachers' data involved in this study, we used a structural equation modeling analytical approach with SmartPLS software version 4.1.0.0. Our results indicate that technology integration, social influence, attitudes, and perceived self-efficacy influence teachers’ preparedness for AI. However, TPACK and ethics do not influence preparing teachers to integrate AI into schools. This study further presents interesting insight based on the mediation and moderation analysis of the variables. We discuss our findings and highlight their implications for practice and policy.http://www.sciencedirect.com/science/article/pii/S2666920X24001334Artificial intelligenceIn-service teachersTechnology integrationTPACKSouth Africa |
| spellingShingle | Musa Adekunle Ayanwale Sibusiso D. Ntshangase Owolabi Paul Adelana Kunle Waheed Afolabi Umar A. Adam Stella Oluwakemi Olatunbosun Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schools Computers and Education: Artificial Intelligence Artificial intelligence In-service teachers Technology integration TPACK South Africa |
| title | Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schools |
| title_full | Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schools |
| title_fullStr | Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schools |
| title_full_unstemmed | Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schools |
| title_short | Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schools |
| title_sort | navigating the future exploring in service teachers preparedness for artificial intelligence integration into south african schools |
| topic | Artificial intelligence In-service teachers Technology integration TPACK South Africa |
| url | http://www.sciencedirect.com/science/article/pii/S2666920X24001334 |
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