Héctor Galindo-Domínguez , Nahia Delgado , Lucía Campo , Daniel Losada
{"title":"Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education","authors":"Héctor Galindo-Domínguez , Nahia Delgado , Lucía Campo , Daniel Losada","doi":"10.1016/j.ijer.2024.102381","DOIUrl":null,"url":null,"abstract":"<div><p>With the recent integration of artificial intelligence (AI) in the educational field, understanding the variables that are related to teacher attitudes towards AI can be crucial for understanding their perspectives in the classroom. That is why the present study aimed to investigate whether Teacher Digital Competence is related to Teacher Attitudes towards AI, and if so, whether this relationship is moderated by the teacher's educational stage, age, sex, years of experience, and field of knowledge. A total of 445 Spanish teachers from primary, secondary, and higher education participated in this study, responding to the Teacher Digital Competence Scale and the Teacher Attitudes towards AI Scale. The results revealed that, regardless of educational stage, sex, age, years of experience or field of knowledge, higher teacher digital competence is associated with a more positive teacher attitude towards AI. Moreover, high levels of willingness to use AI but low levels of personal experience with AI were found. Based on these results, it may be interesting to implement future interventions based on AI to enhance key dimensions of teacher digital competence, such as Information Management, Content Creation, and Problem-Solving. This could improve Teacher Digital Competence and subsequently enhance teachers' perception of using artificial intelligence in the educational context.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035524000673/pdfft?md5=49eae02cc16534d92dceed8fed51db2c&pid=1-s2.0-S0883035524000673-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0883035524000673","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
With the recent integration of artificial intelligence (AI) in the educational field, understanding the variables that are related to teacher attitudes towards AI can be crucial for understanding their perspectives in the classroom. That is why the present study aimed to investigate whether Teacher Digital Competence is related to Teacher Attitudes towards AI, and if so, whether this relationship is moderated by the teacher's educational stage, age, sex, years of experience, and field of knowledge. A total of 445 Spanish teachers from primary, secondary, and higher education participated in this study, responding to the Teacher Digital Competence Scale and the Teacher Attitudes towards AI Scale. The results revealed that, regardless of educational stage, sex, age, years of experience or field of knowledge, higher teacher digital competence is associated with a more positive teacher attitude towards AI. Moreover, high levels of willingness to use AI but low levels of personal experience with AI were found. Based on these results, it may be interesting to implement future interventions based on AI to enhance key dimensions of teacher digital competence, such as Information Management, Content Creation, and Problem-Solving. This could improve Teacher Digital Competence and subsequently enhance teachers' perception of using artificial intelligence in the educational context.
期刊介绍:
The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.