Exploring the Adoption Intention in Using AI-Enabled Educational Tools Among Preservice Teachers in the Philippines
The increasing integration of artificial intelligence (AI) in educational settings has prompted researchers to investigate its adoption among pre-service teachers. A recent study titled “Exploring the Adoption Intention in Using AI-Enabled Educational Tools Among Preservice Teachers in the Philippines” employs the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) as its theoretical framework. This research sheds light on the factors that influence pre-service teachers’ intentions to utilize AI-enabled educational tools during their practicum.
Key Findings of the Study
Conducted with a sample of 563 pre-service teachers, the study utilized a structured questionnaire and analyzed the data through Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal several critical insights regarding the adoption of AI tools in educational contexts:
- Performance Expectancy: The study found that performance expectancy, or the perceived usefulness of AI tools, is the strongest predictor of behavioral intention to use these technologies. This suggests that pre-service teachers are more likely to adopt tools that they believe will enhance their teaching effectiveness.
- Hedonic Motivation: Enjoyment derived from using technology also significantly influences the intention to adopt AI-enabled educational tools. This indicates that pre-service teachers are motivated not only by the tools’ usefulness but also by the pleasure they derive from using them.
- Computer Self-Efficacy: The study identified that confidence in one’s ability to use computers positively impacts effort expectancy. However, the direct influence of effort expectancy on behavioral intention was not significant, indicating a complex relationship between these constructs.
- Computer Anxiety and Playfulness: Both computer anxiety and computer playfulness were found to significantly affect effort expectancy. Higher levels of computer anxiety may hinder the perceived ease of use, while playfulness may enhance it.
- Limited Influence of External Factors: Constructs such as social influence and facilitating conditions showed limited or even inverse effects on the adoption intention, emphasizing that internal factors may play a more substantial role than external or institutional pressures.
Implications for Teacher Preparation Programs
The findings of this study have essential implications for teacher preparation programs in the Philippines and beyond. By focusing on enhancing internal motivational and cognitive factors, educational institutions can foster a more conducive environment for technology integration. Key strategies may include:
- Promoting Personal Relevance: Educators should aim to connect AI tools with the personal interests and teaching styles of pre-service teachers, making the technology feel more relevant to their future careers.
- Building Confidence: Training programs should emphasize developing computer self-efficacy through hands-on experiences and supportive learning environments.
- Encouraging Enjoyment: Integrating elements of fun and creativity in the use of AI tools can enhance hedonic motivation, making learning more engaging for pre-service teachers.
In conclusion, the study highlights the complex interplay between various factors influencing the adoption of AI-enabled educational tools among pre-service teachers in the Philippines. As technology continues to evolve, understanding these dynamics will be crucial for effective teacher preparation and the successful integration of AI in educational practices.
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