This study investigates the factors influencing K-12 teachers' intentions to learn AI in China. Survey data from 318 teachers were analyzed using structural equation modeling. Results show that perceptions of AI's social benefit and self-efficacy in learning AI directly influence intentions, while AI literacy and awareness of AI ethics indirectly influence intentions through their impact on perceptions and self-efficacy. AI literacy significantly affects all other constructs.
Publisher
Humanities & Social Sciences Communications
Published On
May 03, 2024
Authors
Hua Du, Yanchao Sun, Haozhe Jiang, A. Y. M. Atiquil Islam, Xiaoqing Gu
Tags
K-12 education
AI literacy
teacher intentions
self-efficacy
AI ethics
China
social benefit
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