What Explains Teachers’ Trust in AI in Education Across Six Countries?

• DOI: 10.1007/s40593-024-00433-x
• Publication Date: 2024-10-15T17:02:04Z
• Authors: Olga Viberg; Mutlu Cukurova; Yael Feldman-Maggor; Giora Alexandron; Shizuka Shirai; Susumu Kanemune; Barbara Wasson; Cathrine Tømte; Daniel Spikol; Marcelo Milrad; Raquel Coelho; René F. Kizilcec
• Keywords: FOS: Computer and information sciences; Computer Science - Computers and Society; 4. Education; Computers and Society (cs.CY); Computer Science - Human-Computer Interaction; VDP::Teknologi: 500::Informasjons- og kommunikasjonsteknologi: 550; Human-Computer Interaction (cs.HC)

Abstract With growing expectations to use AI-based educational technology (AI-EdTech) improve students’ learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech classrooms. Teachers’ willingness accept vulnerability by integrating into their everyday that is, trust AI-EdTech, will depend on how much they expect it benefit them versus many concerns raises for them. In this study, we surveyed 508 K-12 across six countries four continents understand which teacher characteristics shape teachers’ its proposed antecedents, perceived benefits about AI-EdTech. We examined comprehensive set including demographic professional (age, gender, subject, years experience, etc.), cultural values (Hofstede’s dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), psychological factors (self-efficacy understanding). Using multiple regression analysis, found with higher self-efficacy AI understanding perceive more benefits, fewer concerns, report also differences but no emerged based age, or level education. The findings provide comprehensive, international account associated Efforts raise of, while considering are encouraged support