RETRACTED: Factors influencing pre-service special education teachers’ intention toward AI in education: Digital literacy, teacher self-efficacy, perceived ease of use, and perceived usefulness

Yao, Ni; Wang, Qiong

doi:10.1016/j.heliyon.2024.e34894

Cited by 151Artificial Intelligence in EducationTechnology Adoption and User BehaviourDigital literacy in education

RETRACTED: Factors influencing pre-service special education teachers’ intention toward AI in education: Digital literacy, teacher self-efficacy, perceived ease of use, and perceived usefulness

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Yao, Ni, Wang, Qiong·2024·Heliyon

DOI 10.1016/j.heliyon.2024.e34894PMC PMC11325385

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Abstract

The use of artificial intelligence in education (AIEd) has become increasingly significant globally. In China, there is a lack of research examining the behavioral intention toward AIEd among pre-service special education (SPED) teachers in terms of digital literacy and teacher self-efficacy. Building on the technology acceptance model, our study evaluated the aspects influencing pre-service special education teachers' intention toward AI in education. Data was gathered from 274 pre-service SPED teachers studying at a Chinese public normal university of special education and analyzed using structural equation modeling (SEM). The results show that digital literacy is associated with the perceived usefulness and ease of use of AIEd, which influences SPED teachers' intention to use AIEd. Additionally, digital literacy significantly impacts the self-efficacy of SPED teachers. Given these results, AI designers in special education should comprehend the effectiveness and usability of AIEd for fostering behavioral intention formation. Simultaneously, special educational programs that identify key content and activities for digital literacy training should be developed, and educators should attempt to execute the relevant pre-service training to enhance the intention of pre-service SPED teachers toward AIEd.

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Digitally literate teachers are more inclined to participate in AI-related training.
“Studies also indicate that digitally literate teachers are more inclined to participate in AI-related training (Yao & Wang, 2020)”
From Integrating artificial intelligence into preservice teacher education: enhancing AI literacy and digital material design competency (2026) · cites this paper as Yao & Wang, 2020
The Discussion (page not provided) links higher digital literacy among pre-service special education teachers to more favorable views of AI in education and greater intention to use it. It does not establish that digitally literate teachers are more likely to participate in AI-related training; the training discussed in Contributions and implications is a recommendation, not a measured outcome. (LLM, conf=0.84)
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Authors: Yao, N., & Wang, Q.
Affiliations: Nanjing Normal University of Special Education (CN)
Corresponding author: Yao, Ni
ORCID: Yao, Ni
Venue: Heliyon
Publisher: Elsevier BV
Published: 2024-07
Volume: 10
Issue: 14
Pages: e34894
ISSN: 2405-8440 (ISSN-L)
DOI: 10.1016/j.heliyon.2024.e34894
PMC: PMC11325385
OpenAlex: W4400768008
Cited by: 150
References: 62
Citations by year: 2026: 62 · 2025: 84 · 2024: 4
FWCI: 56.40
Type: journal article
Language: en
Status: Retracted
Update notices: retraction (2024-07-30)
erratum (2026-01-23)
erratum (2026-02-01)
retraction (2026-01-22)
Open access: gold
doi.org
Licence: cc-by-nc
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
creativecommons.org/licenses/by-nc/4.0/ (vor, 17 d)
Locations: Heliyon (publishedVersion, cc-by-nc)
PubMed Central (publishedVersion, cc-by-nc)
PubMed (publishedVersion)
DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Funders: Government of Jiangsu Province
Nanjing Normal University
Topics: Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
Physical Sciences › Computer Science › Information Systems › Digital literacy in education
Keywords: artificial intelligence in education, pre-service special education teachers, digital literacy, teacher self-efficacy, perceived ease of use, perceived usefulness, technology acceptance model, special education teacher training, retracted article

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RETRACTED: Factors influencing pre-service special education teachers’ intention toward AI in education: Digital literacy, teacher self-efficacy, perceived ease of use, and perceived usefulness

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