Artificial Intelligence Powered Pedagogy: Unveiling Higher Educators' Acceptance with Extended TAM.
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| Title: | Artificial Intelligence Powered Pedagogy: Unveiling Higher Educators' Acceptance with Extended TAM. |
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| Authors: | Kavitha, K.1, Joshith, V. P.1 |
| Source: | Journal of University Teaching & Learning Practice. 2025, Vol. 22 Issue 8, p1-34. 34p. |
| Subject Terms: | *Artificial intelligence, *Higher education, *Teaching aids, *Teacher development, *Educators' attitudes, Professional competence, Technology Acceptance Model, Cognitive computing |
| Abstract: | There is a growing prevalence of AI tools in the arena of higher education. The willingness and intentions of higher educators play a significant role in successfully incorporating these tools. This investigation extends the Technology Acceptance Model (TAM) to explore the multifaceted interplay among determinants shaping higher educators' intentions for employing AI tools in their professional and pedagogical domains. The data was gathered from 400 respondents, comprising educators holding positions ranging from assistant professors to professors within Indian HEIs. The investigation validated the TAM model's applicability using covariance-based systematic equation modeling (CB-SEM) and supported nine of the fifteen proposed hypotheses. Further, the investigation underscores the significance of fostering higher educators' competency and confidence in AI tools through focused training and support services. Additionally, it highlights the role of their inherent openness to be proficient in such novel technological advancements. This investigation advances the prevailing AI-strengthened pedagogical sphere of education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190638931 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Artificial Intelligence Powered Pedagogy: Unveiling Higher Educators' Acceptance with Extended TAM. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kavitha%2C+K%2E%22">Kavitha, K.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Joshith%2C+V%2E+P%2E%22">Joshith, V. P.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+University+Teaching+%26+Learning+Practice%22">Journal of University Teaching & Learning Practice</searchLink>. 2025, Vol. 22 Issue 8, p1-34. 34p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators'+attitudes%22">Educators' attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Acceptance+Model%22">Technology Acceptance Model</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+computing%22">Cognitive computing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: There is a growing prevalence of AI tools in the arena of higher education. The willingness and intentions of higher educators play a significant role in successfully incorporating these tools. This investigation extends the Technology Acceptance Model (TAM) to explore the multifaceted interplay among determinants shaping higher educators' intentions for employing AI tools in their professional and pedagogical domains. The data was gathered from 400 respondents, comprising educators holding positions ranging from assistant professors to professors within Indian HEIs. The investigation validated the TAM model's applicability using covariance-based systematic equation modeling (CB-SEM) and supported nine of the fifteen proposed hypotheses. Further, the investigation underscores the significance of fostering higher educators' competency and confidence in AI tools through focused training and support services. Additionally, it highlights the role of their inherent openness to be proficient in such novel technological advancements. This investigation advances the prevailing AI-strengthened pedagogical sphere of education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190638931 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53761/s1pkk784 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 34 StartPage: 1 Subjects: – SubjectFull: Artificial intelligence Type: general – SubjectFull: Higher education Type: general – SubjectFull: Teaching aids Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Educators' attitudes Type: general – SubjectFull: Professional competence Type: general – SubjectFull: Technology Acceptance Model Type: general – SubjectFull: Cognitive computing Type: general Titles: – TitleFull: Artificial Intelligence Powered Pedagogy: Unveiling Higher Educators' Acceptance with Extended TAM. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kavitha, K. – PersonEntity: Name: NameFull: Joshith, V. P. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14499789 Numbering: – Type: volume Value: 22 – Type: issue Value: 8 Titles: – TitleFull: Journal of University Teaching & Learning Practice Type: main |
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