Navigating AI Adoption
Examining the Moderating Roles of Teacher Agency and Age in the Relationship Between Social Influence and Teachers' Intentions to Use AI
Bibliographic Data
| ID | 21445604 |
|---|---|
| Authors | Fang Huang (0000-0003-1885-3311, Shanghai International Studies University Shanghai China, corresponding author), Zhaoqi Tang (0009-0008-4010-5057, Shanghai International Studies University Shanghai China) |
| Year | 2026 |
| Volume | 61 |
| Issue | 2 |
| Publication date | 2026-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70629 |
| OpenAlex | W7154158696 |
| Language | EN |
| Citations received | 1 |
| References cited | 47 |
Building on the technology acceptance model, this study foregrounds social influence as a contextual driver of teachers' AI adoption and further explores whether teacher agency and age moderate the proposed relationships. Data were obtained from 351 in‐service teachers in China and examined through structural equation modelling. The results show that perceived ease of use was significantly associated with perceived usefulness and attitudes towards AI; attitudes exerted a strong influence on behavioural intention, whereas perceived usefulness did not show a direct association with intention. Social influence emerged as a central factor influencing both teachers' cognitive evaluations and adoption intentions. Moreover, teacher agency and age significantly moderate several relationships in the model. The findings enrich people's understanding of the technology acceptance model in the Chinese educational context and highlight the necessity for teachers and policymakers to consider the contextual and sociocultural factors as well as individual differences when promoting AI in teaching and learning
Agency (philosophy) · Cognition · Context (archaeology) · Context effect · Social cognitive theory · Social influence · Sociocultural evolution · Structural equation modeling · AI in Service Interactions · Digital literacy in education · Gender and Technology in Education
Applied Structural Equation Modeling Using Amos
Language Teacher Agency
Teachers’ professional agency and learning – from adaption to active modification in the teacher community
Unified Theory of Acceptance and Use of Technology
The technology acceptance model (TAM)
User Acceptance of Information Technology
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Teacher agency and generative artificial intelligence
Perception of using e-learning platforms in the scope of the technology acceptance model (TAM)
L2 Students' Speaking Skills in Robot‐Assisted Language Learning
Learning Motivation and Digital Literacy in AI Adoption for Self‐Regulated English Learning
Teachers' professional agency in learning with AI
Examining AI adoption in English academic writing
Supporting the professional learning of teachers in China
Teacher agency in perceiving affordances and constraints of videoconferencing technology
Understanding English teachers’ non-volitional use of online teaching
Understanding continuous use intention of technology among higher education teachers in emerging economy
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |