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Empowering Teacher Training with AI: Factors Shaping the Development and Use of Open Educational Resources

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Title: Empowering Teacher Training with AI: Factors Shaping the Development and Use of Open Educational Resources
Language: English
Authors: Berkan Celik (ORCID 0000-0002-7068-8918), Ferhan Şahin (ORCID 0000-0003-4973-9562)
Source: Distance Education. 2026 47(1):157-179.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Technology Uses in Education, Open Educational Resources, Preservice Teachers, Student Behavior, Student Empowerment, Influences, Material Development, Student Motivation, Open Education, Distance Education, Teacher Education Programs, Technology Integration, Intention, Trust (Psychology)
DOI: 10.1080/01587919.2025.2609578
ISSN: 0158-7919
1475-0198
Abstract: The integration of artificial intelligence (AI) into open educational resource (OER) development presents new opportunities for enhancing educational experiences. However, the factors shaping pre-service teachers' adoption of AI-assisted OER development still unexplored. This study examines the key determinants of pre-service teachers' (psts) behavioral intentions to develop and use AI-assisted OER, drawing from Uses and Gratifications Theory and related constructs. Data were collected from 240 psts. Participants received 10 weeks training on AI-supported OER development. Data analysis was conducted performing structural equation modeling and bootstrapping. The findings reveal that compatibility, enjoyment, task efficiency, and information seeking significantly influence both trust and behavioral intention. However, trust did not. Social factors yielded mixed results. While social influence positively affected behavioral intention, it did not significantly impact compatibility or trust. Similarly, social interaction fostered trust but did not directly influence behavioral intention. While peer and instructor opinions encourage adoption, they do not necessarily enhance AI's trustworthiness or suitability for educational tasks. The study contributes to the theoretical understanding of AI acceptance in education by refining existing adoption models with social and cognitive factors. Findings suggest that training programs should emphasize AI's alignment with teaching tasks and focus on enhancing user enjoyment to drive adoption.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502964
Database: ERIC
FullText Text:
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  Data: Empowering Teacher Training with AI: Factors Shaping the Development and Use of Open Educational Resources
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  Data: <searchLink fieldCode="AR" term="%22Berkan+Celik%22">Berkan Celik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7068-8918">0000-0002-7068-8918</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ferhan+Şahin%22">Ferhan Şahin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4973-9562">0000-0003-4973-9562</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Distance+Education%22"><i>Distance Education</i></searchLink>. 2026 47(1):157-179.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 23
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Educational+Resources%22">Open Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Material+Development%22">Material Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Education%22">Open Education</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink>
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  Data: 10.1080/01587919.2025.2609578
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  Data: 0158-7919<br />1475-0198
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The integration of artificial intelligence (AI) into open educational resource (OER) development presents new opportunities for enhancing educational experiences. However, the factors shaping pre-service teachers' adoption of AI-assisted OER development still unexplored. This study examines the key determinants of pre-service teachers' (psts) behavioral intentions to develop and use AI-assisted OER, drawing from Uses and Gratifications Theory and related constructs. Data were collected from 240 psts. Participants received 10 weeks training on AI-supported OER development. Data analysis was conducted performing structural equation modeling and bootstrapping. The findings reveal that compatibility, enjoyment, task efficiency, and information seeking significantly influence both trust and behavioral intention. However, trust did not. Social factors yielded mixed results. While social influence positively affected behavioral intention, it did not significantly impact compatibility or trust. Similarly, social interaction fostered trust but did not directly influence behavioral intention. While peer and instructor opinions encourage adoption, they do not necessarily enhance AI's trustworthiness or suitability for educational tasks. The study contributes to the theoretical understanding of AI acceptance in education by refining existing adoption models with social and cognitive factors. Findings suggest that training programs should emphasize AI's alignment with teaching tasks and focus on enhancing user enjoyment to drive adoption.
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        Value: 10.1080/01587919.2025.2609578
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 157
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Open Educational Resources
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Student Empowerment
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      – SubjectFull: Influences
        Type: general
      – SubjectFull: Material Development
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Open Education
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      – SubjectFull: Distance Education
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Technology Integration
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      – SubjectFull: Intention
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      – SubjectFull: Trust (Psychology)
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      – TitleFull: Empowering Teacher Training with AI: Factors Shaping the Development and Use of Open Educational Resources
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            NameFull: Ferhan Şahin
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