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<p>The increasing presence of Artificial Intelligence (AI) and Generative AI (GenAI) tools in education highlights the need for teachers to develop specific digital competencies for effective integration into curriculum planning. This study aimed to design and psychometrically validate a diagnostic instrument, developed by the authors, grounded in an extended version of the Technology Acceptance Model (TAM), in order to assess in-service teachers’ behavioural intentions and its relationship with teachers’ pedagogical digital competencies for the integration of GenAI tools in curriculum design. A sample of 434 in-service teachers from the Dominican Republic participated in the study. The model included factors such as Perceived Usefulness, Perceived Ease of Use, Perceived Enjoyment, Self-Efficacy, Attitude of Use, and Behavioural Intention, analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Results confirmed all hypothesized relationships, with Behavioural Intention emerging as the main predictor of digital competence for using GenAI tools in curriculum planning. The model demonstrated strong reliability, convergent and discriminant validity, and good explanatory power. The findings emphasize the importance of teachers’ motivation, self-efficacy, and perceived benefits in adopting AI technologies. Educational policies and teacher training programs should place particular emphasis on enhancing these dimensions to foster effective pedagogical use of GenAI tools in teaching practice.</p>

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Transforming curriculum design with generative AI: a model for assessing teacher digital competence

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月20日

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  • Francisco David Guillén-Gámez,
  • Łukasz Tomczyk,
  • Akhmad Habibi,
  • Bethy Linoska Díaz Vargas

摘要

The increasing presence of Artificial Intelligence (AI) and Generative AI (GenAI) tools in education highlights the need for teachers to develop specific digital competencies for effective integration into curriculum planning. This study aimed to design and psychometrically validate a diagnostic instrument, developed by the authors, grounded in an extended version of the Technology Acceptance Model (TAM), in order to assess in-service teachers’ behavioural intentions and its relationship with teachers’ pedagogical digital competencies for the integration of GenAI tools in curriculum design. A sample of 434 in-service teachers from the Dominican Republic participated in the study. The model included factors such as Perceived Usefulness, Perceived Ease of Use, Perceived Enjoyment, Self-Efficacy, Attitude of Use, and Behavioural Intention, analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Results confirmed all hypothesized relationships, with Behavioural Intention emerging as the main predictor of digital competence for using GenAI tools in curriculum planning. The model demonstrated strong reliability, convergent and discriminant validity, and good explanatory power. The findings emphasize the importance of teachers’ motivation, self-efficacy, and perceived benefits in adopting AI technologies. Educational policies and teacher training programs should place particular emphasis on enhancing these dimensions to foster effective pedagogical use of GenAI tools in teaching practice.