AI Transformation in Education: Examining Teachers' Perceptions Using an Integrated TAM-TPACK-GenAI Framework
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| Title: | AI Transformation in Education: Examining Teachers' Perceptions Using an Integrated TAM-TPACK-GenAI Framework |
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| Language: | English |
| Authors: | Areej ElSayary (ORCID |
| Source: | Contemporary Educational Technology. 2026 18(1):636. |
| Availability: | Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Secondary Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Grade 8 Grade 9 High Schools Grade 10 Grade 11 Grade 12 |
| Descriptors: | Artificial Intelligence, Teacher Attitudes, Technology Integration, Models, Pedagogical Content Knowledge, Technological Literacy, Foreign Countries, Teaching Methods, Instructional Improvement, Teacher Characteristics, Preschool Teachers, Elementary School Teachers, Secondary School Teachers, Ethics, Usability, Instructional Program Divisions, Sex, Teaching Experience, Technology Uses in Education, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12 |
| Geographic Terms: | United Arab Emirates (Abu Dhabi) |
| ISSN: | 1309-517X |
| Abstract: | Artificial intelligence (AI) is transforming educational systems by enhancing teaching, assessment, and learning personalization. This study investigated teachers' perceptions of AI integration using an integrated technology acceptance model (TAM), technological pedagogical content knowledge (TPACK), and generative artificial intelligence (GenAI) framework. The main constructs used are perceived usefulness (PU), attitudes toward use (ATU), and behavioral intention (BI), with GenAI dimensions (agency, amplification, adaptivity, and authenticity) embedded within them. The study employed a cross-sectional design with 332 teachers in the emirate of Al Ain, United Arab Emirates. Results showed that PU was the strongest predictor of both ATU and BI, while ATU did not significantly mediate the PU-BI relationship. Amplification and adaptivity were positively perceived, whereas concerns about authenticity and agency tempered attitudes. Teachers aged 30-49 and those with 1-10 years of experience reported higher BI, and teachers of grades 4-9 showed greater PU. The findings highlight the need for professional development that fosters both practical integration and ethical understanding of AI in education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499505 |
| Database: | ERIC |
| Abstract: | Artificial intelligence (AI) is transforming educational systems by enhancing teaching, assessment, and learning personalization. This study investigated teachers' perceptions of AI integration using an integrated technology acceptance model (TAM), technological pedagogical content knowledge (TPACK), and generative artificial intelligence (GenAI) framework. The main constructs used are perceived usefulness (PU), attitudes toward use (ATU), and behavioral intention (BI), with GenAI dimensions (agency, amplification, adaptivity, and authenticity) embedded within them. The study employed a cross-sectional design with 332 teachers in the emirate of Al Ain, United Arab Emirates. Results showed that PU was the strongest predictor of both ATU and BI, while ATU did not significantly mediate the PU-BI relationship. Amplification and adaptivity were positively perceived, whereas concerns about authenticity and agency tempered attitudes. Teachers aged 30-49 and those with 1-10 years of experience reported higher BI, and teachers of grades 4-9 showed greater PU. The findings highlight the need for professional development that fosters both practical integration and ethical understanding of AI in education. |
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| ISSN: | 1309-517X |
