Viberg, Olga;
Cukurova, Mutlu;
Feldman-Maggor, Yael;
Alexandron, Giora;
Shirai, Shizuka;
Kanemune, Susumu;
Wasson, Barbara;
... Kizilcec, Rene F; + view all
(2024)
What Explains Teachers' Trust in AI in Education Across Six Countries?
International Journal of Artificial Intelligence in Education
10.1007/s40593-024-00433-x.
(In press).
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Abstract
With growing expectations to use AI-based educational technology (AI-EdTech) to improve students’ learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers’ willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristics shape teachers’ trust in AI-EdTech, and its proposed antecedents, perceived benefits and concerns about AI-EdTech. We examined a comprehensive set of characteristics including demographic and professional characteristics (age, gender, subject, years of experience, etc.), cultural values (Hofstede’s cultural dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), and psychological factors (self-efficacy and understanding). Using multiple regression analysis, we found that teachers with higher AI-EdTech self-efficacy and AI understanding perceive more benefits, fewer concerns, and report more trust in AI-EdTech. We also found geographic and cultural differences in teachers’ trust in AI-EdTech, but no demographic differences emerged based on their age, gender, or level of education. The findings provide a comprehensive, international account of factors associated with teachers’ trust in AI-EdTech. Efforts to raise teachers’ understanding of, and trust in AI-EdTech, while considering their cultural values are encouraged to support its adoption in K-12 education.
| Type: | Article |
|---|---|
| Title: | What Explains Teachers' Trust in AI in Education Across Six Countries? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s40593-024-00433-x |
| Publisher version: | http://dx.doi.org/10.1007/s40593-024-00433-x |
| Language: | English |
| Additional information: | Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| Keywords: | Science & Technology, Technology, Computer Science, Interdisciplinary Applications, Computer Science, Education, Teachers, Trust, Culture, Survey, Artificial intelligence, CULTURAL-VALUES, SELF-EFFICACY, ADOPTION |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10199538 |
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