Technological self-efficacy and sense of coherence: Key drivers in teachers' AI acceptance and adoption

Abstract

This study investigates the factors influencing teachers within the Israeli education system toward the adaptations of artificial intelligence (AI) in teaching by examining the roles of technological self-efficacy (TSE) and a sense of coherence (SOC). Drawing on the Technology Acceptance Model (TAM), a sample of 200 Arab and Jewish teachers in Israel completed online questionnaires. The findings indicated a positive attitude towards AI among teachers. We found a significant positive correlation between perceived usefulness, perceived ease of use, and positive attitude towards AI. TSE fully mediated the relationship between attitude towards AI and adoption intentions AI, while a SOC partially mediated the relationship between TSE and teachers' attitude towards AI. The findings underscore the importance of developing TSE and fostering a SOC among teachers as part of the AI implementation process in the education system.

The findings offer a new understanding of AI technology adoption processes in education by incorporating psychological variables into the TAM framework and providing practical insights for decision-makers in the Israeli education system and beyond.