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The factors influencing teacher education students’ willingness to adopt artificial intelligence technology for information-based teaching
Abstract
This study, rooted in the Technology Acceptance Model (TAM), investigates the multifaceted factors that influence teacher education students in Information-Based Teaching to embrace artificial intelligence technologies. To enrich the TAM framework, we have incorporated elements such as Artificial Intelligence Literacy (AIL), Subjective Norms (SN), and Output Quality (OQ), with the aim of examining their respective effects on the willingness of teacher education students to adopt AI technologies. To substantiate this theoretical framework, we conducted empirical research involving teacher education students from various Chinese universities. Our findings affirm the robustness of the TAM in explaining the inclination of teacher education students, engaged in the actual teaching process within a digitized educational environment, to adopt AI technologies. Through this model, our study underscores the pivotal role of Artificial Intelligence Literacy (AIL) in influencing educators’ acceptance of AI technologies, establishing a foundational cornerstone for subsequent explorations within the theoretical landscape of the TAM. In this study, we identify Perceived Usefulness (PU) and Artificial Intelligence Literacy (AIL) as the primary factors affecting Behavioral Intention (BI) to use AI technologies. Consequently, to foster broader adoption of AI technologies by educators, it is essential to emphasize their tangible benefits and superiority in teaching, with the goal of promoting the extended utilization of AI in digitalized instruction.
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“Despite the growing discourse on the potential of AI to support teacher professional development through intelligent tutoring systems, AI-driven feedback, and adaptive teaching simulations, empirical research on this topic remains scarce [14,52].”
From Systematic review of artificial intelligence in education: trends, benefits, and challenges (2025) · cites this paper as [52]
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Systematic review of artificial intelligence in education: trends, benefits, and challenges
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Metadata
- Authors
- Ma, S., & Lei, L.
- Affiliations
- Chongqing Normal University (CN)
- Corresponding author
- Lei, Lei
- ORCID
- Ma, Shuaiyao
- Venue
- Asia Pacific Journal of Education
- Publisher
- Informa UK Limited
- Published
- 2024-01-02
- Volume
- 44
- Issue
- 1
- Pages
- 94-111
- ISSN
- 0129-4776 (ISSN-L)
- 0218-8791
- 1742-6855
- OpenAlex
- W4390952274
- Cited by
- 148
- References
- 42
- Citations by year
- 2026: 67 · 2025: 63 · 2024: 18
- FWCI
- 55.40
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Asia Pacific Journal of Education (publishedVersion)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Social Sciences › Education › Educational Technology and Pedagogy
- Keywords
- artificial intelligence adoption, pre-service teachers, information-based teaching, technology acceptance model, AI literacy, perceived usefulness, behavioral intention, subjective norms, output quality, artificial intelligence in education
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