Understanding School Teachers’ Acceptance of AI in Education: Insights from the Technology Acceptance Model (TAM)

Abstract

Artificial Intelligence (AI) has the potential to transform education by enhancing teaching and learning processes. However, the adoption of AI among school teachers remains inconsistent due to various factors influencing their acceptance. Teachers are the key drivers of educational change and their acceptance of AI is critical to ensuring successful and sustainable integration. Factors such as teachers' self-efficacy, teaching experience, digital literacy and subjective norms require deeper investigation to fully understand their impact on AI acceptance. By addressing these gaps, this paper seeks to provide a clearer understanding of the determinants of AI acceptance among school teachers. Specifically, this concept paper explores school teachers' acceptance of AI in education using the original Technology Acceptance Model (TAM). The study aims to provide insights into how perceived ease of use, perceived usefulness, attitudes and external variables impact AI adoption among educators. The findings of this paper can serve as a foundation for further research and policymaking to encourage AI integration in schools.