Harnessing AI: Unveiling Educator’s Intentions and Synergy in Education

Artificial intelligence (AI) technology has found extensive application across diverse domains. One such application is the integration of AI-assisted learning environments within educational settings, aiming to revolutionize pedagogical approaches. However, an often-overlooked aspect pertains to the inclination of educators toward embracing AI-assisted teaching methodologies. Delving into the underlying factors influencing educators’ willingness to adopt AI is crucial for fostering the widespread utilization of AI technology in higher education. Drawing from the Unified Theory of Acceptance and Use of Technology (UTAUT), this research has pinpointed four pivotal factors shaping educators’ intentions to establish AI-assisted learning environments. These factors encompass the perceived ease of use (effort expectancy or EE), the anticipated performance enhancement (performance expectancy or PE), the influence of social circles (social influence or SI), and the availability of necessary resources (facilitating conditions or FC). Importantly, a positive correlation was established between all these factors and educators’ intentions to integrate AI-assisted learning environments. The implications of this study extend to the realm of risk communication, offering valuable insights to advance the creation and adoption of AI-driven learning environments.