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Cited by 125Artificial Intelligence in EducationTechnology Adoption and User BehaviourEducation and Technology Integration

Examining teachers’ behavioural intention of using generative artificial intelligence tools for teaching and learning based on the extended technology acceptance model

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Kong, Siu Cheung, Yang, Yin, Hou, Chunyu·2024·Computers and Education: Artificial Intelligence
DOI 10.1016/j.caeai.2024.100328
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Abstract

The rapid development of generative artificial intelligence (GenAI) tools has given rise to a growing discussion of the potential challenges and benefits that the use of these technologies may present in the field of education. This study examines the acceptance of the use of GenAI tools for teaching and learning among primary and secondary school teachers in Hong Kong . It uses an extension of the technology acceptance model (TAM) with a modified framework that incorporates two key factors: self-efficacy and subjective norm. Data were collected from a sample of 367 primary and secondary school teachers in Hong Kong using questionnaires containing items for six constructs: self-efficacy, perceived usefulness, perceived ease of use, attitude towards using, subjective norm, and behavioural intention. The results show that fostering teachers' self-efficacy, perceived usefulness, and attitude is essential for successfully increasing their behavioural intention to use GenAI tools. Subjective norm was also found to influence teachers' behavioural intention. To enhance teachers' effective use of GenAI for teaching, teacher development programmes should focus on equipping teachers with comprehensive conceptual knowledge and skills and an understanding of the application of these tools to teaching and learning. Policy support to create a conducive environment for the use of GenAI in teaching and learning would also be beneficial. The study has theoretical implications in its extension…

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  • Teachers' perceived value of GenAI and their confidence in using it are associated with stronger intention to integrate GenAI tools at work, including in planning and instructional tasks.

    “Studies have reported that teachers' perceived value of GenAI and their confidence in using it are associated with stronger intention to integrate GenAI tools at work, including in planning and instructional tasks (Collie et al., 2024;Kong et al., 2024).”

    From Teacher Self-Use Predicts Classroom Adoption of Generative AI Among Japanese High School Informatics Teachers (2026) · cites this paper as Kong et al., 2024

  • Educators must possess pedagogical knowledge, content knowledge, and critical technological knowledge to integrate GenAI into the curriculum responsibly and adaptively.

    “While basic technological tools may be available, educators must also possess the pedagogical knowledge, content knowledge, and critical technological knowledge necessary for integrating GenAI into the curriculum in a responsible and adaptive way.”

    From Educators’ perceptions of generative AI: Investigating attitudes, barriers and learning needs in higher education (2025) · cites this paper as Kong et al., 2024

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Authors
Kong, S. C., Yang, Y., & Hou, C.
Affiliations
Education University of Hong Kong (HK)
Corresponding author
Yang, Yin
ORCID
Venue
Computers and Education: Artificial Intelligence
Publisher
Elsevier BV
Published
2024-12
Volume
7
Pages
100328
ISSN
2666-920X (ISSN-L)
DOI
10.1016/j.caeai.2024.100328
OpenAlex
W4403971764
Cited by
125
References
22
Citations by year
2026: 70 · 2025: 52 · 2024: 3
FWCI
47.09
Type
journal article
Language
en
Open access
Licence
Locations
  • Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc-nd)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
  • University Grants Committee
  • Research Grants Council, University Grants Committee
  • Li Ka Shing Foundation (EdUHK CB357)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
  • Social Sciences › Education › Education and Technology Integration
Keywords
generative AI, technology acceptance model, self-efficacy, subjective norms, perceived usefulness, perceived ease of use, teacher attitudes, AI literacy, K-12 education, teacher professional development, Hong Kong teachers

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