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Artificial Intelligence in Compulsory Level of Education: Perspectives from Namibian In-Service Teachers

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Title: Artificial Intelligence in Compulsory Level of Education: Perspectives from Namibian In-Service Teachers
Language: English
Authors: Cloneria Nyambali Jatileni (ORCID 0000-0002-2545-3386), Ismaila Temitayo Sanusi (ORCID 0000-0002-5705-6684), Sunday Adewale Olaleye (ORCID 0000-0002-0266-3989), Musa Adekunle Ayanwale (ORCID 0000-0001-7640-9898), Friday Joseph Agbo (ORCID 0000-0002-9171-7175), Peter B. Oyelere (ORCID 0000-0002-8647-1131)
Source: Education and Information Technologies. 2024 29(10):12569-12596.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Artificial Intelligence, Elementary Secondary Education, Teachers, Faculty Development, Teacher Attitudes, Technology Integration, Educational Technology, Technology Uses in Education
Geographic Terms: Namibia
DOI: 10.1007/s10639-023-12341-z
ISSN: 1360-2357
1573-7608
Abstract: 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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433227
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Cloneria+Nyambali+Jatileni%22">Cloneria Nyambali Jatileni</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2545-3386">0000-0002-2545-3386</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ismaila+Temitayo+Sanusi%22">Ismaila Temitayo Sanusi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5705-6684">0000-0002-5705-6684</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sunday+Adewale+Olaleye%22">Sunday Adewale Olaleye</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0266-3989">0000-0002-0266-3989</externalLink>)<br /><searchLink fieldCode="AR" term="%22Musa+Adekunle+Ayanwale%22">Musa Adekunle Ayanwale</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7640-9898">0000-0001-7640-9898</externalLink>)<br /><searchLink fieldCode="AR" term="%22Friday+Joseph+Agbo%22">Friday Joseph Agbo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9171-7175">0000-0002-9171-7175</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peter+B%2E+Oyelere%22">Peter B. Oyelere</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8647-1131">0000-0002-8647-1131</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 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.
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