Exploring STEAM teachers’ trust in AI-based educational technologies: a structural equation modelling approach

Abstract

In the rapidly evolving landscape of education, Artificial Intelligence (AI) has emerged as a transformative tool with the potential to revolutionize teaching and learning processes. However, the successful integration of AI in education depends on the trust and acceptance of teachers. This study addresses a significant gap in research by investigating the trust dynamics of 677 in-service Science, Technology, Engineering, Arts, and Mathematics (STEAM) teachers in Nigeria towards AI-based educational technologies. Employing structural equation modelling for data analysis, our findings reveal that anxiety, preferred methods to increase trust, and perceived benefits significantly influence teachers' trust in AI-based edtech. Notably, the lack of human characteristics in AI does not impact trust among STEAM teachers. Additionally, our study reports a significant gender moderation effect on STEAM teachers' trust in AI. These insights are valuable for educational policymakers and stakeholders aiming to create an inclusive, AI-enriched instructional environment. The results underscore the importance of continuous professional development programs for STEAM teachers, emphasizing hands-on experiences to build and sustain confidence in integrating AI tools effectively, thus fostering trust in the transformative potentials of AI in STEAM education.

Teachers' Perception of Artificial Intelligence Integration in Learning: A Cross-Sectional Online Questionnaire Survey

“…Project-based learning experiences can foster a mindset that is more receptive to the use of new technologies such as AI (Belda-Medina & Goddard, 2024). Ongoing professional development programs can build con dence in effectively integrating AI tools(Ayanwale et al, 2024).. Curriculum reform and professional development opportunities are essential to strengthen the integration of pedagogical content knowledge…”