Exploring Acceptance and Readiness for AI Integration in Sports Curriculum: A Survey-Based Analysis

This research examines the characteristics that influence readiness for AI adoption in sports education and curriculum, with the overarching goal of understanding how attitudinal orientations, cognitive perceptions, and institutional support combine to shape the adoption of Artificial intelligence technology. Anchored in a quantitative research method, the study employed a survey administered to a purposively chosen sample of 280 respondents, employing structured questionnaires to measure constructs such as perceived usefulness, perceived ease of use, institutional support, and attitudes toward technology. The findings revealed that perceived usefulness and attitude toward technology emerged as the most potent predictors of readiness, institutional support exerted a significant but moderate influence. In distinction, perceived use indicated limited descriptive strength. The outcomes further highlighted that readiness is not a unidimensional construct but an elaborate synthesis of evaluative cognition, affective bias, and structural facilitation. The study’s importance extends to administrators, regulators, policymakers, sports trainers, and educators, emphasizing the necessity of promoting positive exposure, improving digital and technological literacy, and institutionalizing support tools to ensure that the adoption of AI in sports education surpasses technical advancement to become a holistic socio-organizational change. The research demonstrates that successful AI integration relies on harmonizing individual viewpoints and institutional capacities, thereby boosting resilience, inclusivity, and adaptability in the digital transformation of sports education.