Factors influencing teacher's perception and acceptance of generative AI in architecture education—a cross-sectional study.
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| Title: | Factors influencing teacher's perception and acceptance of generative AI in architecture education—a cross-sectional study. |
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| Authors: | Abdelsattar, Amal1,2 (AUTHOR) aabdelsattar@psu.edu.sa, Labib, Wafa1 (AUTHOR), Abdelalim, Marwa1 (AUTHOR), Abowardah, Eman1,2 (AUTHOR) |
| Source: | Frontiers in Education. 2026, p1-23. 23p. |
| Subject Terms: | *Generative artificial intelligence, *Architectural education, *Teacher attitudes, *Educational technology, *Ethical problems, Technology Acceptance Model, Structural equation modeling, Social cognitive theory |
| Geographic Terms: | Saudi Arabia |
| Abstract: | Integrating GAI into architecture education has significantly transformed traditional pedagogical methods, resulting in additional challenges for architecture teachers. Furthermore, external pressures from stakeholders seeking GAI integration through policies and practices have introduced new concerns, including low awareness, negative perceptions, and low acceptance among teachers. A more human-centered and responsible approach to AI implementation in educational settings is essential to address these issues. This study seeks to investigate teachers' perception and acceptance of GAI in architecture education and the factors influencing them. A questionnaire was designed to collect data from 298 architecture teachers across universities in Saudi Arabia and Egypt. Graphs were developed to visualize the teachers' knowledge, perception, and acceptance of GAI. Structural equation modeling (SEM) was applied to analyze data. The study reported a high level of perception and acceptance of GAI among architecture teachers. Drawing on SCT theory, the study reported that teachers are engaged in a social dilemma of connecting opportunities such as design automation, design innovation, and energy efficiency with their existing knowledge of GAI. Furthermore, they face various technical and ethical challenges, including concerns related to privacy, accuracy, accountability, and originality, which enhance their technical, conceptual, and ethical knowledge. The development of such three-dimensional knowledge fosters acceptance and perceived conception. This implies that external pressure from stakeholders can be taken as an opportunity to transform traditional teaching practices by building on teachers' knowledge and experience. The integration of GAI into architecture education should be goal-oriented, aiming to enhance both students' learning and teaching practices. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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