Exploring STEAM teachers’ trust in AI-based educational technologies: a structural equation modelling approach
Musa Adekunle Ayanwale, Owolabi Paul Adelana, Tolulope Timothy Odufuwa
Abstract
Abstract In the rapidly evolving landscape of education, Artificial Intelligence (AI) has emerged as a transformative tool with the potential to revolutionize teaching and learning processes. However, the successful integration of AI in education depends on the trust and acceptance of teachers. This study addresses a significant gap in research by investigating the trust dynamics of 677 in-service Science, Technology, Engineering, Arts, and Mathematics (STEAM) teachers in Nigeria towards AI-based educational technologies. Employing structural equation modelling for data analysis, our findings reveal that anxiety, preferred methods to increase trust, and perceived benefits significantly influence teachers' trust in AI-based edtech. Notably, the lack of human characteristics in AI does not impact trust among STEAM teachers. Additionally, our study reports a significant gender moderation effect on STEAM teachers' trust in AI. These insights are valuable for educational policymakers and stakeholders aiming to create an inclusive, AI-enriched instructional environment. The results underscore the importance of continuous professional development programs for STEAM teachers, emphasizing hands-on experiences to build and sustain confidence in integrating AI tools effectively, thus fostering trust in the transformative potentials of AI in STEAM education.