International Journal of Human-Computer Interaction,
Год журнала:
2024,
Номер
unknown, С. 1 - 23
Опубликована: Июль 29, 2024
Generative
artificial
intelligence
(GAI)
advancements
have
ignited
new
expectations
for
(AI)-enabled
educational
transformations.
Based
on
the
theory
of
planned
behavior
(TPB),
this
study
combines
structural
equation
modeling
and
interviews
to
analyze
influencing
factors
Chinese
university
students'
GAI
technology
usage
intention.
Regarding
AI
literacy,
cognitive
literacy
in
ethics
scored
highest
(M
=
5.740),
while
awareness
lowest
4.578).
Students'
attitudes
toward
significantly
positively
influenced
their
intention,
with
combined
TPB
framework
explaining
59.3%
variance.
subjective
norms
perceived
behavioral
control,
attitude
mediated
impact
Further,
provide
insights
management
leadership
regarding
construction
an
ecosystem
under
application
technology.
Computers and Education Open,
Год журнала:
2024,
Номер
6, С. 100191 - 100191
Опубликована: Май 21, 2024
This
study
investigates
the
acceptance
and
utilization
of
artificial
intelligence
(AI)
among
in-service
teachers
in
Lesotho,
focusing
on
mediating
role
school
support
resources
(SSR).
In
Lesotho's
educational
landscape,
which
is
characterized
by
a
growing
interest
technology
integration,
this
fills
an
essential
gap
existing
literature
exploring
teachers'
perspectives
AI
adoption
influence
SSR.
Using
Unified
Theory
Acceptance
Use
Technology
(UTAUT)
as
theoretical
framework,
adopts
cross-sectional
design,
collecting
data
from
sample
315
through
online
surveys.
The
was
analyzed
using
maximum
likelihood
estimation.
results
reveal
substantial
positive
relationship
between
perceived
usefulness,
ease
use,
attitude
towards
AI,
with
SSR
playing
pivotal
complementary
mediator
these
connections.
However,
identifies
non-significant
technical
proficiency
behavioral
intention,
suggesting
need
for
further
investigation
into
skills
effective
integration.
highlight
critical
shaping
intentions
to
use
their
teaching
practices.
As
result,
recommends
tailored
continuous
professional
development
programs
collaborative
learning
communities
enhance
skills.
Additionally,
it
emphasizes
importance
advocating
policies
that
integration
education
underscores
ethical
considerations
related
use.
We
discuss
implications
our
concerning
integrating
practices
schools
outline
future
directions.
This
study
aims
to
explore
the
mediating
role
of
confidence
and
artificial
intelligence
(AI)
readiness
in
university
teachers'
behavioral
intention
adopt
AI
technology,
providing
empirical
support
for
enhancing
willingness
use
technology
from
both
theoretical
practical
perspectives.
used
a
random
sampling
method
conduct
an
online
survey
504
teachers,
assessing
impact
subjective
norms
on
intention.
The
included
scales
norms,
confidence,
readiness,
Data
analysis
was
performed
using
AMOS
26,
SPSS
Statistics
27
software
Model
6
PROCESS
4.0
plugin,
aiming
investigate
between
Subjective
were
found
have
significant
positive
correlation
with
indirectly
influenced
through
or
readiness.
Confidence
played
chain-mediating
relationship
(β
=
0.0324,
95%
CI:
[0.0129,
0.0551]),
accounting
12.87%
total
effect.
reveals
indicating
that
not
only
directly
enhance
but
also
exert
indirect
effects
single
chain
mediation
findings
highlight
critical
intention,
suggesting
effectively
increase
it
is
important
focus
improving
their
thereby
strengthening
norms.
Frontiers in Education,
Год журнала:
2025,
Номер
10
Опубликована: Фев. 20, 2025
Background
While
the
transformative
potential
of
artificial
intelligence
(AI)
in
education
is
widely
recognized,
rapid
evolution
these
technologies
necessitates
a
corresponding
teacher
education.
This
research
sought
to
investigate
impact
targeted
training
program
on
pre-service
physics
teachers’
AI
literacy
levels
and
their
subsequent
attitudes
intentions
toward
adoption
future
teaching.
Methods
A
pre-post-test
control
group
quasi-experimental
study
was
implemented
among
students.
5
weeks
long
out-of-curriculum
intervention
designed
that
combined
theoretical
grounding
with
practical,
problem-based
learning
activities,
focus
use
various
tools.
Results
There
significant
upswing
performance
post-intervention,
showcasing
effective
facilitating
participants’
understanding
application
educational
contexts.
Additionally,
perceived
usefulness
found
be
partial
mediator
link
between
scores
behavioral
intention
embed
generative
solutions
into
Conclusion
The
concludes
incorporating
comprehensive
programs
curricula
essential
for
fostering
technologically
adept
pedagogically
innovatively
minded
teaching
workforce.
Further
needed
explore
long-term
effects
practice
student
outcomes.
The International Journal of Management Education,
Год журнала:
2024,
Номер
22(3), С. 101024 - 101024
Опубликована: Июль 18, 2024
This
paper
analyzes
the
impact
of
Problem-Based
Learning
(PBL)
methodology,
a
teaching
method
that
involves
working
with
real-world
problems
and
developing
skills
for
their
resolution,
on
university
students'
Intrapreneurial
Intentions
(IIN).
A
sample
267
students
participated
in
study,
responses
were
collected
at
two
different
times.
The
data
analyzed
using
statistical
regression
analysis
fs-QCA
technique.
results
revealed
PBL
methodology
significantly
improved
behavior
variables
associated
potentially
intrapreneurial
behaviors.
Specifically,
three
components,
namely
Subjective
Norms,
Perceived
Behavioral
Control,
Risk-Taking
Capacity,
positively
influenced
undergraduate
IIN.
These
findings
suggest
can
be
valuable
tool
universities
initiatives
to
improve
graduate
employability.
This
study
investigates
the
strategic
optimization
of
Information
and
Communication
Technology
(ICT)
integration
within
curriculum
education
programs
at
Tarbiyah
Faculty
UIN
Antasari
Banjarmasin,
in
context
Industrial
Era
Islamic
Education
Revolution
4.0.
Using
a
mixed-methods
approach,
research
explores
effectiveness
challenges
ICT
enhancing
pedagogical
practices,
student
learning
outcomes,
institutional
strategies.
The
combines
qualitative
narratives
quantitative
data
to
assess
impact
ICT,
focusing
on
teacher
training,
resource
accessibility,
alignment
with
industrial
era
demands.
results
show
moderate
level
adoption
among
students
faculty,
noticeable
variations
across
disciplines.
Key
findings
highlight
necessity
for
tailored
strategies
accommodate
specific
subject
requirements
preferences.
Teacher
training
continuous
technical
support
emerge
as
critical
factors
effective
use
teaching
practices.
Additionally,
ICT’s
role
access
educational
resources
fostering
engagement
is
identified
contributing
improved
outcomes.
Furthermore,
aligning
demands
crucial,
ensuring
that
acquire
digital
skills
needed
success
economy.
These
provide
essential
insights
developing
frameworks
optimize
integration,
supporting
innovation
excellence
education.
