TY - JOUR
T1 - Artificial intelligence in compulsory level of education
T2 - perspectives from Namibian in-service teachers
AU - Jatileni, Cloneria Nyambali
AU - Sanusi, Ismaila Temitayo
AU - Olaleye, Sunday Adewale
AU - Ayanwale, Musa Adekunle
AU - Agbo, Friday Joseph
AU - Oyelere, Peter B.
N1 - Publisher Copyright:
© The Author(s) 2023.
PY - 2024/7
Y1 - 2024/7
N2 - With the push to integrate Artificial Intelligence (AI) from kindergarten to twelfth-grade levels comes a need for equipped teachers. However, there needs to be more initiative in professional learning opportunities, which demands the required effort to ensure teachers learn the AI content they will be teaching. To design an effective professional development program, understanding teachers' existing knowledge, interest and disposition towards AI is crucial to devise strategies that could best support the teachers. As a result, this study aims to investigate in-service teachers' perspectives of teaching AI in schools from the perspective of planned behavior theory. Using a 7-factor scale of AI Anxiety, AI Readiness, AI Relevance, Attitude towards using AI, AI for Social Good, Confidence in AI and Behavioral Intention. This study sampled 159 in-service teachers in Namibia. The teachers' responses were analyzed with SmartPLS using Structural Equation Modelling and various Multigroup Analysis techniques. This study found that teachers' behavioral intention to teach AI depends on a combination of factors, including the relevance of AI, attitude towards using AI, the use of AI for social good and confidence. Meanwhile, AI Anxiety and readiness could not be linked to the intention to teach AI. We discussed our findings, highlighted the study implication, and suggested future directions.
AB - With the push to integrate Artificial Intelligence (AI) from kindergarten to twelfth-grade levels comes a need for equipped teachers. However, there needs to be more initiative in professional learning opportunities, which demands the required effort to ensure teachers learn the AI content they will be teaching. To design an effective professional development program, understanding teachers' existing knowledge, interest and disposition towards AI is crucial to devise strategies that could best support the teachers. As a result, this study aims to investigate in-service teachers' perspectives of teaching AI in schools from the perspective of planned behavior theory. Using a 7-factor scale of AI Anxiety, AI Readiness, AI Relevance, Attitude towards using AI, AI for Social Good, Confidence in AI and Behavioral Intention. This study sampled 159 in-service teachers in Namibia. The teachers' responses were analyzed with SmartPLS using Structural Equation Modelling and various Multigroup Analysis techniques. This study found that teachers' behavioral intention to teach AI depends on a combination of factors, including the relevance of AI, attitude towards using AI, the use of AI for social good and confidence. Meanwhile, AI Anxiety and readiness could not be linked to the intention to teach AI. We discussed our findings, highlighted the study implication, and suggested future directions.
KW - Artificial intelligence education
KW - Basic education
KW - In-service Namibian teachers
KW - Social good
UR - https://www.scopus.com/pages/publications/85178951599
U2 - 10.1007/s10639-023-12341-z
DO - 10.1007/s10639-023-12341-z
M3 - Article
AN - SCOPUS:85178951599
SN - 1360-2357
VL - 29
SP - 12569
EP - 12596
JO - Education and Information Technologies
JF - Education and Information Technologies
IS - 10
ER -