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 |
| 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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