Understanding Teachers’ Adoption of AI: Insights from Innovation Diffusion and Social Cognitive Theories

Document Type

Article

Source of Publication

Journal of Information Technology Education: Research

Publication Date

10-1-2025

Abstract

Aim/Purpose This study investigates the personal and contextual factors that influence teachers' behavioral adoption of artificial intelligence (AI) in educational settings by integrating innovation diffusion theory (IDT) and social cognitive theory (SCT). Specifically, the study investigates how teachers' perceptions of AI (relative advantage, compatibility, trialability/observability), cognitive beliefs, and environmental support shape their intention and behavior toward adopting AI tools. The study also explores the moderating role of environmental support and the mediating role of cognitive beliefs within this adoption process. Background AI technologies offer significant potential to transform education, but their successful adoption in education depends on teachers' intention and willingness to utilize them. This study provides an understanding of teachers' AI adoption behaviors in the UAE, a country that aims for AI-driven educational transformation. Methodology Using a quantitative cross-sectional design, data were collected from 249 teachers across multiple educational levels. A validated survey was used, and data analysis involved hierarchical multiple regression, structural equation modeling (SEM), and moderation and mediation analyses using SPSS and SmartPLS.

ISSN

1547-9714

Publisher

Informing Science Institute

Volume

24

Disciplines

Education

Keywords

artificial intelligence adoption, innovation diffusion theory, social cognitive theory, teacher professional development, educational technology integration

Indexed in Scopus

no

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

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