Acceptance of Educational Artificial Intelligence by Teachers and Its Relationship with Some Variables and Pedagogical Beliefs
Julio Cabero Almenara, Antonio Palacios‐Rodríguez, María Isabel Loaiza Aguirre, María del Rosario de Rivas-Manzano
Abstract
This study explores teachers’ acceptance of artificial intelligence in education (AIEd) and its relationship with various variables and pedagogical beliefs. Conducted at the Universidad Técnica Particular de Loja (UTPL, Ecuador), the research surveyed 425 teachers across different disciplines and teaching modalities. The UTAUT2 model analyzed dimensions like performance expectations, effort expectations, social influence, facilitating conditions, hedonic motivation, usage behavior, and intention to use AIEd. Results showed a high level of acceptance among teachers, influenced by factors like age, gender, and teaching modality. Additionally, it was found that constructivist pedagogical beliefs correlated positively with AIEd adoption. These insights are valuable for understanding AIEd integration in educational settings.