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Cited by 85Artificial Intelligence in EducationTechnology Adoption and User BehaviourEducation and Technology Integration

Acceptance of pre-service teachers towards artificial intelligence (AI): the role of AI-related teacher training courses and AI-TPACK within the technology acceptance model

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Runge, Isabell, Hebibi, Florian, Lazarides, Rebecca·2025·Education Sciences
DOI 10.3390/educsci15020167
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Abstract

Based on the technology acceptance model (TAM), pre-service teachers’ acceptance of artificial intelligence (AI) is crucial in predicting their intentions to use AI in future teaching, as well as for their actual usage of AI. However, current research offers limited insights into the role of factors regarding usage intentions and behaviors. In particular, AI-related teacher training courses and AI-related technological pedagogical content knowledge (AI-TPACK) might be relevant, but are empirically underinvestigated within the TAM. This study addresses these gaps by investigating the relationships between pre-service teachers’ participation in AI-related courses, their self-reported AI-TPACK, their perceptions of AI’s usefulness and ease of use, and both their intention and actual usage of AI. Using path models with data from 143 pre-service teachers, the results revealed that participation in AI-related courses related positively to AI-TPACK and perceived AI-related usefulness. Further, AI-TPACK was positively related to perceived AI-related usefulness and ease of use, which in turn positively related to the behavioral intention to use AI in future teaching and the actual usage of AI for profession-related tasks in teacher training. The study results extend the existing research on TAM and highlight the consideration of participation in AI-related courses and AI-TPACK as further factors in understanding pre-service teachers’ AI acceptance.

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Authors
Runge, I., Hebibi, F., & Lazarides, R.
Affiliations
University of Potsdam (DE)
Corresponding author
Runge, Isabell
ORCID
Venue
Education Sciences
Publisher
MDPI AG
Published
2025-01-31
Volume
15
Issue
2
Pages
167
ISSN
2227-7102 (ISSN-L)
DOI
10.3390/educsci15020167
OpenAlex
W4407007572
Cited by
85
References
35
Citations by year
2026: 63 · 2025: 22
FWCI
88.38
Type
journal article
Language
en
Open access
Licence
Locations
  • Education Sciences (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
European Union—NextGenerationEU
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
artificial intelligence in education, pre-service teachers, technology acceptance model, AI-TPACK, perceived usefulness, perceived ease of use, behavioral intention, teacher professional development

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