Understanding pre-service teachers' intention to adopt and use artificial intelligence in Nigerian inclusive classrooms
IntroductionThis study applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to provide an understanding of the behavioral intentions of pre-service teachers in the adoption and utilization of artificial intelligence (AI) tools for educational engagement in the inclusive classroom.M...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-02-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1519472/full |
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| author | Olufemi Timothy Adigun Olufemi Timothy Adigun Faisat Adeniran Tijani Cynthy K. Haihambo Simasiku Limbo Enock |
| author_facet | Olufemi Timothy Adigun Olufemi Timothy Adigun Faisat Adeniran Tijani Cynthy K. Haihambo Simasiku Limbo Enock |
| author_sort | Olufemi Timothy Adigun |
| collection | DOAJ |
| description | IntroductionThis study applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to provide an understanding of the behavioral intentions of pre-service teachers in the adoption and utilization of artificial intelligence (AI) tools for educational engagement in the inclusive classroom.MethodsThe cross-sectional study collected data through a validated questionnaire from 411 pre-service teachers were analyzed with descriptive statistics such as frequency counts and simple percentage calculation, as well as inferential statistics which involved correlational analysis and Structural Equation Modeling (SEM).ResultsThe study established that effort expectancy had a positive and direct significant contribution to the perceived behavioral intention of pre-service teachers to adopt and use AI for inclusive education teaching. Technological self-efficacy had no direct contributory effect on these teachers' behavioral intention to adopt and use AI for inclusive education teaching. Technological self-efficacy did, however, have a significant positive and indirect contribution to the effect of performance expectancy and social influence on the pre-service teachers' behavioral intention to adopt and use AI for inclusive education teaching, based on their technological self-efficacy.DiscussionThe implication of findings of this study points to the exigency of a need to strengthen institutional policies and teacher preparation curricula in a manner that would advance the infusion of the use of artificial intelligence for teaching of learners with special needs. |
| format | Article |
| id | doaj-art-fd27587504664a7b95f62cb4dbcc0e27 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-fd27587504664a7b95f62cb4dbcc0e272025-02-03T11:03:39ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-02-011010.3389/feduc.2025.15194721519472Understanding pre-service teachers' intention to adopt and use artificial intelligence in Nigerian inclusive classroomsOlufemi Timothy Adigun0Olufemi Timothy Adigun1Faisat Adeniran Tijani2Cynthy K. Haihambo3Simasiku Limbo Enock4Institute for Open Distance Learning, University of South Africa, Pretoria, South AfricaDepartment of Applied Educational Sciences, University of Namibia, Windhoek, NamibiaThe Oakwood Montessori School, Lagos, NigeriaDepartment of Applied Educational Sciences, University of Namibia, Windhoek, NamibiaDepartment of Applied Educational Sciences, University of Namibia, Windhoek, NamibiaIntroductionThis study applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to provide an understanding of the behavioral intentions of pre-service teachers in the adoption and utilization of artificial intelligence (AI) tools for educational engagement in the inclusive classroom.MethodsThe cross-sectional study collected data through a validated questionnaire from 411 pre-service teachers were analyzed with descriptive statistics such as frequency counts and simple percentage calculation, as well as inferential statistics which involved correlational analysis and Structural Equation Modeling (SEM).ResultsThe study established that effort expectancy had a positive and direct significant contribution to the perceived behavioral intention of pre-service teachers to adopt and use AI for inclusive education teaching. Technological self-efficacy had no direct contributory effect on these teachers' behavioral intention to adopt and use AI for inclusive education teaching. Technological self-efficacy did, however, have a significant positive and indirect contribution to the effect of performance expectancy and social influence on the pre-service teachers' behavioral intention to adopt and use AI for inclusive education teaching, based on their technological self-efficacy.DiscussionThe implication of findings of this study points to the exigency of a need to strengthen institutional policies and teacher preparation curricula in a manner that would advance the infusion of the use of artificial intelligence for teaching of learners with special needs.https://www.frontiersin.org/articles/10.3389/feduc.2025.1519472/fullinclusive educationpre-service teachersunified theory of acceptance and use of technologytechnological self-efficacyartificial intelligenceteaching in inclusive classrooms |
| spellingShingle | Olufemi Timothy Adigun Olufemi Timothy Adigun Faisat Adeniran Tijani Cynthy K. Haihambo Simasiku Limbo Enock Understanding pre-service teachers' intention to adopt and use artificial intelligence in Nigerian inclusive classrooms Frontiers in Education inclusive education pre-service teachers unified theory of acceptance and use of technology technological self-efficacy artificial intelligence teaching in inclusive classrooms |
| title | Understanding pre-service teachers' intention to adopt and use artificial intelligence in Nigerian inclusive classrooms |
| title_full | Understanding pre-service teachers' intention to adopt and use artificial intelligence in Nigerian inclusive classrooms |
| title_fullStr | Understanding pre-service teachers' intention to adopt and use artificial intelligence in Nigerian inclusive classrooms |
| title_full_unstemmed | Understanding pre-service teachers' intention to adopt and use artificial intelligence in Nigerian inclusive classrooms |
| title_short | Understanding pre-service teachers' intention to adopt and use artificial intelligence in Nigerian inclusive classrooms |
| title_sort | understanding pre service teachers intention to adopt and use artificial intelligence in nigerian inclusive classrooms |
| topic | inclusive education pre-service teachers unified theory of acceptance and use of technology technological self-efficacy artificial intelligence teaching in inclusive classrooms |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1519472/full |
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