Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived Trust
This study delves into the factors that drive teachers’ adoption of generative artificial intelligence (GenAI) technologies in higher education. Anchored by the technology acceptance model (TAM), the research expands its inquiry by integrating the constructs of intelligent technological pedagogical...
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| Language: | English |
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MDPI AG
2024-11-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/11/1209 |
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| author | Ahlam Mohammed Al-Abdullatif |
| author_facet | Ahlam Mohammed Al-Abdullatif |
| author_sort | Ahlam Mohammed Al-Abdullatif |
| collection | DOAJ |
| description | This study delves into the factors that drive teachers’ adoption of generative artificial intelligence (GenAI) technologies in higher education. Anchored by the technology acceptance model (TAM), the research expands its inquiry by integrating the constructs of intelligent technological pedagogical content knowledge (TPACK), AI literacy, and perceived trust. Data were gathered from a sample of 237 university teachers through a structured questionnaire. The study employed structural equation modeling (SEM) to determine the relationships among the constructs. The results revealed that both AI literacy and perceived ease were the most influential factors affecting teachers’ acceptance of GenAI. Notably, intelligent TPACK and perceived trust were found to be pivotal mediators in this relationship. The findings underscore the importance of fostering AI literacy and adapting intelligent TPACK frameworks to better equip educators in the age of AI. Furthermore, there is a clear need for targeted professional development initiatives focusing on practical training that enhances AI literacy. These programs should provide hands-on experience with GenAI tools, boosting educators’ confidence and ability to integrate them into their teaching practices. |
| format | Article |
| id | doaj-art-9fff725a48574a8ba511f04c682972ca |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-9fff725a48574a8ba511f04c682972ca2025-08-20T02:28:09ZengMDPI AGEducation Sciences2227-71022024-11-011411120910.3390/educsci14111209Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived TrustAhlam Mohammed Al-Abdullatif0Curriculum and Instruction Department, College of Education, King Faisal University, Eastern Province, Al-Ahsa, P.O. Box 400, Hofuf 31982, Saudi ArabiaThis study delves into the factors that drive teachers’ adoption of generative artificial intelligence (GenAI) technologies in higher education. Anchored by the technology acceptance model (TAM), the research expands its inquiry by integrating the constructs of intelligent technological pedagogical content knowledge (TPACK), AI literacy, and perceived trust. Data were gathered from a sample of 237 university teachers through a structured questionnaire. The study employed structural equation modeling (SEM) to determine the relationships among the constructs. The results revealed that both AI literacy and perceived ease were the most influential factors affecting teachers’ acceptance of GenAI. Notably, intelligent TPACK and perceived trust were found to be pivotal mediators in this relationship. The findings underscore the importance of fostering AI literacy and adapting intelligent TPACK frameworks to better equip educators in the age of AI. Furthermore, there is a clear need for targeted professional development initiatives focusing on practical training that enhances AI literacy. These programs should provide hands-on experience with GenAI tools, boosting educators’ confidence and ability to integrate them into their teaching practices.https://www.mdpi.com/2227-7102/14/11/1209generative artificial intelligenceGenAIAI literacyintelligent TPACKacceptanceteachers |
| spellingShingle | Ahlam Mohammed Al-Abdullatif Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived Trust Education Sciences generative artificial intelligence GenAI AI literacy intelligent TPACK acceptance teachers |
| title | Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived Trust |
| title_full | Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived Trust |
| title_fullStr | Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived Trust |
| title_full_unstemmed | Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived Trust |
| title_short | Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived Trust |
| title_sort | modeling teachers acceptance of generative artificial intelligence use in higher education the role of ai literacy intelligent tpack and perceived trust |
| topic | generative artificial intelligence GenAI AI literacy intelligent TPACK acceptance teachers |
| url | https://www.mdpi.com/2227-7102/14/11/1209 |
| work_keys_str_mv | AT ahlammohammedalabdullatif modelingteachersacceptanceofgenerativeartificialintelligenceuseinhighereducationtheroleofailiteracyintelligenttpackandperceivedtrust |