Teachers’ preparedness for the utilization of artificial intelligence in classroom assessment: the contributory effects of attitude toward technology, technological readiness, and pedagogical beliefs with perceived ease of use and perceived usefulness as mediators
Cross-sectional survey highlights how technological readiness influences teachers' preparedness for AI, suggesting significant mediators like perceived ease of use.
Key Points
Teachers' preparedness to adopt artificial intelligence is significantly influenced by their technological readiness and pedagogical beliefs.
Findings show that perceived ease of use directly affects teachers' willingness to integrate AI into classroom assessment and procedures.
Analysis revealed that attitude toward technology impacts perceived ease of use, affecting overall preparedness for AI in educational settings.
Results emphasize the need for training programs that enhance teachers' technological readiness and address pedagogical beliefs to foster AI adoption.