FACTORS SHAPING THE ADOPTION OF ARTIFICIAL INTELLIGENCE IN EDUCATION

Verica Milutinovic; Suzana Djordjevic; Ivana Obradovic

doi:10.5937/metpra28-56242

Verica Milutinovic Faculty of Education, University of Kragujevac, Jagodina https://orcid.org/0000-0003-0325-7285
Suzana Djordjevic University of Kragujevac, Faculty of Education, Jagodina https://orcid.org/0009-0007-7666-1269
Ivana Obradovic University of Kragujevac, Faculty of Education, Jagodina https://orcid.org/0009-0000-6499-8031

DOI: https://doi.org/10.5937/metpra28-56242

Keywords: Artificial Intelligence, pre-service teachers and educators, AI-based tools, AI acceptance, intelligent-ethical TPACK

Abstract

With the growing influence of Artificial Intelligence (AI) in education, this study explores the factors shaping the intention of future teachers and educators to integrate AI-based tools into their practices. It investigates how variables such as intelligent-ethical Technological Pedagogical Content Knowledge (TPACK), AI-related anxiety, subjective norms, AI for social good, and self-assessed AI competence influence this intention. Data were collected from 157 pre-service teachers at the Faculties of Education in Jagodina and Belgrade, and multiple regression analysis revealed that 72.9% of the variance in intention to use AI was explained by these variables. Intelligent-ethical TPACK (β = 0.501, p < 0.001) emerged as the strongest predictor, followed by AI for social good (β = 0.296, p < 0.001) and subjective norms (β = 0.195, p < 0.01). The results highlight the importance of enhancing teacher education programs to develop intelligent-ethical TPACK and awareness of AI’s role in promoting social good.

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