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Structural Equation Modeling of Nigerian Science, Technology and Mathematics Teachers' Adoption of Educational Artificial Intelligence Tools

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Title: Structural Equation Modeling of Nigerian Science, Technology and Mathematics Teachers' Adoption of Educational Artificial Intelligence Tools
Language: English
Authors: Adeneye Olarewaju A. Awofala (ORCID 0000-0003-0808-1784), Mike Boni Bazza (ORCID 0000-0002-8634-1791), Omolabake T. Ojo (ORCID 0000-0002-8744-3490), Adenike J. Oladipo (ORCID 0000-0002-4788-7855), Oladiran S. Olabiyi (ORCID 0000-0002-1319-265X), Abayomi A. Arigbabu (ORCID 0000-0001-6166-0676)
Source: Digital Education Review. 2025 (46):51-64.
Availability: Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Science Teachers, Technology Education, Mathematics Teachers, Artificial Intelligence, Technology Integration, Structural Equation Models, Teacher Attitudes, Technology Uses in Education, Educational Technology, Usability, Predictor Variables, Intention, Teacher Behavior
Geographic Terms: Nigeria
ISSN: 2013-9144
Abstract: Recent progress in artificial intelligence (AI) has aroused interest in the growth and development of educational AI tools (EAITs). Teachers' adoption of EAITs in classrooms has helped in shaping instructional decisions taken by them in an attempt to promote intelligently and actively students' meaningful learning of contents areas. Nevertheless, science, technology and mathematics (STM) teachers in Nigeria are rarely adopting and incorporating EAITs in their classrooms pedagogical discourse, and their perceptions of EAITs are rarely assessed. To this end, this study identified human factors in acceptance of EAITs by STM teachers in Nigeria. The study proposed an extended technology acceptance model (TAM) integrating STM teachers' perceived trust and instructional beliefs in EAITs through a quantitative blueprint of a descriptive survey design. The sample for the study consisted of 345 STM teachers in the six education districts of Lagos State, Nigeria. A valid and reliable instrument tagged adoption of educational artificial intelligence tools questionnaire (AEAITQ, [alpha]=0.87) was used to collect survey data which, were analysed via structural equation modeling. The study results showed that STM teachers with constructivist beliefs had the tendency to adopt and incorporate EAITs into their instructional decisions than their counterparts with traditional beliefs. Traditional instructional beliefs (TIB) had a negative influence on perceived trust (PT), perceived ease of use (PEOU), and perceived usefulness (PU). In addition, PT, PEOU and PU were strong factors predicting STM teachers' adoption of EAITs. However, PEOU was the strongest factor that predicted STM teachers' adoption of EAITs in pedagogical discourse. Important inferences regarding the growth and adoption of EAITs for significant stakeholders in STM education were discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1465314
Database: ERIC
FullText Text:
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  Data: Structural Equation Modeling of Nigerian Science, Technology and Mathematics Teachers' Adoption of Educational Artificial Intelligence Tools
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  Data: <searchLink fieldCode="AR" term="%22Adeneye+Olarewaju+A%2E+Awofala%22">Adeneye Olarewaju A. Awofala</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0808-1784">0000-0003-0808-1784</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mike+Boni+Bazza%22">Mike Boni Bazza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8634-1791">0000-0002-8634-1791</externalLink>)<br /><searchLink fieldCode="AR" term="%22Omolabake+T%2E+Ojo%22">Omolabake T. Ojo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8744-3490">0000-0002-8744-3490</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adenike+J%2E+Oladipo%22">Adenike J. Oladipo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4788-7855">0000-0002-4788-7855</externalLink>)<br /><searchLink fieldCode="AR" term="%22Oladiran+S%2E+Olabiyi%22">Oladiran S. Olabiyi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1319-265X">0000-0002-1319-265X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abayomi+A%2E+Arigbabu%22">Abayomi A. Arigbabu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6166-0676">0000-0001-6166-0676</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Digital+Education+Review%22"><i>Digital Education Review</i></searchLink>. 2025 (46):51-64.
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  Data: Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
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  Data: Y
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  Data: 14
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Education%22">Technology Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Equation+Models%22">Structural Equation Models</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
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  Data: 2013-9144
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  Data: Recent progress in artificial intelligence (AI) has aroused interest in the growth and development of educational AI tools (EAITs). Teachers' adoption of EAITs in classrooms has helped in shaping instructional decisions taken by them in an attempt to promote intelligently and actively students' meaningful learning of contents areas. Nevertheless, science, technology and mathematics (STM) teachers in Nigeria are rarely adopting and incorporating EAITs in their classrooms pedagogical discourse, and their perceptions of EAITs are rarely assessed. To this end, this study identified human factors in acceptance of EAITs by STM teachers in Nigeria. The study proposed an extended technology acceptance model (TAM) integrating STM teachers' perceived trust and instructional beliefs in EAITs through a quantitative blueprint of a descriptive survey design. The sample for the study consisted of 345 STM teachers in the six education districts of Lagos State, Nigeria. A valid and reliable instrument tagged adoption of educational artificial intelligence tools questionnaire (AEAITQ, [alpha]=0.87) was used to collect survey data which, were analysed via structural equation modeling. The study results showed that STM teachers with constructivist beliefs had the tendency to adopt and incorporate EAITs into their instructional decisions than their counterparts with traditional beliefs. Traditional instructional beliefs (TIB) had a negative influence on perceived trust (PT), perceived ease of use (PEOU), and perceived usefulness (PU). In addition, PT, PEOU and PU were strong factors predicting STM teachers' adoption of EAITs. However, PEOU was the strongest factor that predicted STM teachers' adoption of EAITs in pedagogical discourse. Important inferences regarding the growth and adoption of EAITs for significant stakeholders in STM education were discussed.
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  Data: 2025
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  Data: EJ1465314
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 51
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Technology Education
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Structural Equation Models
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Usability
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Nigeria
        Type: general
    Titles:
      – TitleFull: Structural Equation Modeling of Nigerian Science, Technology and Mathematics Teachers' Adoption of Educational Artificial Intelligence Tools
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