View in EDS

ChatGPT in Vietnamese Math Classrooms: What Are the Influencing Factors behind Teachers' Adoption?

Saved in:
Bibliographic Details
Title: ChatGPT in Vietnamese Math Classrooms: What Are the Influencing Factors behind Teachers' Adoption?
Language: English
Authors: Le Thai Bao Thien Trung (ORCID 0000-0001-7269-9461), Ta Thanh Trung (ORCID 0000-0003-2470-6799), Tang Minh Dung (ORCID 0000-0001-5401-1395)
Source: Journal of Pedagogical Research. 2025 9(2):72-88.
Availability: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Artificial Intelligence, Technology Uses in Education, Technology Integration, Secondary School Teachers, Expectation, Social Influences, Trust (Psychology), Intention, Teacher Attitudes, Geographic Location, Gender Differences, Rural Urban Differences
Geographic Terms: Vietnam
ISSN: 2602-3717
Abstract: In the context of the widespread integration of artificial intelligence (AI) technology into education, this study aims to understand the factors influencing Vietnamese mathematics teachers' adoption of ChatGPT in secondary school teaching. Based on the Unified Theory of Acceptance and Use of Technology model, the study uses a quantitative approach with data collected from 490 teachers. It applied the Partial Least Squares Structural Equation Modeling to examine factors influencing this adoption. The results indicate that Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Perceived Trust (PT) significantly affect teachers' Behavioral Intention (BI) to incorporate ChatGPT into their instruction. The study also examines the influence of moderator variables, such as geographic location and gender. While PE, SI, and PT significantly impact BI, no statistically significant differences were found between urban and rural teachers. In contrast, gender differences emerged: PE had a more substantial effect on females, SI influenced males and females differently, PT was significant only for males, and EE impacted only females. Most of these results align with existing research on AI adoption in education. To implement ChatGPT effectively, the study introduces a structured training program aimed at helping teachers integrate ChatGPT into their classrooms. Despite its theoretical and practical contributions, this study has certain limitations and suggests directions for future research. Further studies could incorporate qualitative methods to gain deeper insights, employ random sampling techniques with more extensive and diverse samples to enhance generalizability and explore additional constructs within the theoretical model to provide a more comprehensive understanding of AI adoption in education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472341
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1472341
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1472341
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: ChatGPT in Vietnamese Math Classrooms: What Are the Influencing Factors behind Teachers' Adoption?
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Le+Thai+Bao+Thien+Trung%22">Le Thai Bao Thien Trung</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7269-9461">0000-0001-7269-9461</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ta+Thanh+Trung%22">Ta Thanh Trung</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2470-6799">0000-0003-2470-6799</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tang+Minh+Dung%22">Tang Minh Dung</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5401-1395">0000-0001-5401-1395</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Pedagogical+Research%22"><i>Journal of Pedagogical Research</i></searchLink>. 2025 9(2):72-88.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Location%22">Geographic Location</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Urban+Differences%22">Rural Urban Differences</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2602-3717
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In the context of the widespread integration of artificial intelligence (AI) technology into education, this study aims to understand the factors influencing Vietnamese mathematics teachers' adoption of ChatGPT in secondary school teaching. Based on the Unified Theory of Acceptance and Use of Technology model, the study uses a quantitative approach with data collected from 490 teachers. It applied the Partial Least Squares Structural Equation Modeling to examine factors influencing this adoption. The results indicate that Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Perceived Trust (PT) significantly affect teachers' Behavioral Intention (BI) to incorporate ChatGPT into their instruction. The study also examines the influence of moderator variables, such as geographic location and gender. While PE, SI, and PT significantly impact BI, no statistically significant differences were found between urban and rural teachers. In contrast, gender differences emerged: PE had a more substantial effect on females, SI influenced males and females differently, PT was significant only for males, and EE impacted only females. Most of these results align with existing research on AI adoption in education. To implement ChatGPT effectively, the study introduces a structured training program aimed at helping teachers integrate ChatGPT into their classrooms. Despite its theoretical and practical contributions, this study has certain limitations and suggests directions for future research. Further studies could incorporate qualitative methods to gain deeper insights, employ random sampling techniques with more extensive and diverse samples to enhance generalizability and explore additional constructs within the theoretical model to provide a more comprehensive understanding of AI adoption in education.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1472341
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1472341
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 72
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Trust (Psychology)
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Geographic Location
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Rural Urban Differences
        Type: general
      – SubjectFull: Vietnam
        Type: general
    Titles:
      – TitleFull: ChatGPT in Vietnamese Math Classrooms: What Are the Influencing Factors behind Teachers' Adoption?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Le Thai Bao Thien Trung
      – PersonEntity:
          Name:
            NameFull: Ta Thanh Trung
      – PersonEntity:
          Name:
            NameFull: Tang Minh Dung
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2602-3717
          Numbering:
            – Type: volume
              Value: 9
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Pedagogical Research
              Type: main
ResultId 1