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<p>The present study investigates factors influencing the adoption of AI-powered teaching tools among Moroccan teachers. <b>This research extends the traditional Technology Acceptance Model by incorporating affective constructs (anxiety and trust)</b>,<b> social influence</b>,<b> and quality-related factors to better capture the psychological and contextual complexities of AI tool adoption in education.</b> A structured questionnaire was utilized to collect data on key constructs, including Perceived Ease of Use, Perceived Usefulness, Attitude Toward AI Tools, Behavioral Intention to Use AI Tools, Anxiety and Fear of AI Tools, Social Influence, Trust in AI Tools, and Perceived Quality of AI-created Lessons. Structural Equation Modeling (SEM) was employed to analyze the relationships between these variables. Results indicate that Perceived Ease of Use significantly enhances Perceived Usefulness, which in turn positively affects Attitude and Behavioral Intention. Perceived Quality of AI tools was found to increase both Perceived Ease of Use and Perceived Usefulness. Anxiety and Fear negatively impacted Trust in AI Tools, subsequently affecting Attitude and Behavioral Intention. Social Influence significantly affected Perceived Quality but did not directly impact Attitude or Behavioral Intention. Trust in AI Tools emerged as a crucial factor influencing both Attitude and Behavioral Intention. These findings underscore the importance of developing high-quality, user-friendly AI tools and addressing teachers’ concerns to promote positive attitudes and successful adoption in Moroccan educational contexts.</p>

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A comprehensive structural equation modeling analysis of factors influencing teacher acceptance of AI in education through an extended TAM framework

  • 期刊论文

  • 发表日期：

    2025年11月27日

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  • Fouad Boughanzai,
  • Youssef Ouhassan,
  • Rania Majdoubi,
  • Abdelkader Hadjoudja

摘要

The present study investigates factors influencing the adoption of AI-powered teaching tools among Moroccan teachers. This research extends the traditional Technology Acceptance Model by incorporating affective constructs (anxiety and trust), social influence, and quality-related factors to better capture the psychological and contextual complexities of AI tool adoption in education. A structured questionnaire was utilized to collect data on key constructs, including Perceived Ease of Use, Perceived Usefulness, Attitude Toward AI Tools, Behavioral Intention to Use AI Tools, Anxiety and Fear of AI Tools, Social Influence, Trust in AI Tools, and Perceived Quality of AI-created Lessons. Structural Equation Modeling (SEM) was employed to analyze the relationships between these variables. Results indicate that Perceived Ease of Use significantly enhances Perceived Usefulness, which in turn positively affects Attitude and Behavioral Intention. Perceived Quality of AI tools was found to increase both Perceived Ease of Use and Perceived Usefulness. Anxiety and Fear negatively impacted Trust in AI Tools, subsequently affecting Attitude and Behavioral Intention. Social Influence significantly affected Perceived Quality but did not directly impact Attitude or Behavioral Intention. Trust in AI Tools emerged as a crucial factor influencing both Attitude and Behavioral Intention. These findings underscore the importance of developing high-quality, user-friendly AI tools and addressing teachers’ concerns to promote positive attitudes and successful adoption in Moroccan educational contexts.