Digital Mindset and Sensemaking in AI Integration
A Study of Open Education Teachers, Competence and Trust in AI
Bibliographic Data
| ID | 22007188 |
|---|---|
| Authors | Nan Jiang (0009-0009-0058-3481, Guangdong Open University), Meng (0000-0002-4828-2663, National University of Malaysia, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 4 |
| Publication date | 2025-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251396497 |
| OpenAlex | W7105887277 |
| Language | EN |
| Citations received | 2 |
| References cited | 62 |
This study investigates how digital mindset, AI sensemaking, trust in AI, digital teaching competence, and institutional support influence AI integration among open education teachers in China. Drawing on Sensemaking Theory, the Digital Mindset Framework, and Algorithm Aversion Theory, the study employs a three-wave survey of 366 instructors in Guangdong Province and analyzes the data using Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings reveal that digital mindset and AI sensemaking significantly predict AI integration, while trust in AI and digital teaching competence do not have direct or consistent mediating effects. Surprisingly, perceived institutional support negatively moderates the relationship between digital mindset and both AI sensemaking and trust, suggesting that overly directive support may undermine autonomy in open education settings. The study contributes theoretically by extending digital mindset and sensemaking frameworks to the AI-in-education context and offering a context-sensitive interpretation of trust theory. Practically, it highlights the need for autonomy-respecting, interpretive support structures and mindset-based training programs. These insights inform more effective AI adoption strategies in decentralized learning environments
Autonomy · Mindset · Sensemaking · Structural equation modeling · Digital literacy in education · Educational Innovations and Challenges · Technostress in Professional Settings
Perceived organizational support
Predicting Proenvironmental Behavior Cross-Nationally
Trust in a specific technology
Developing a validated instrument to measure preservice teachers’ ICT competencies
Designing educational technologies in the age of AI
Human Trust in Artificial Intelligence
A Conceptual and Operational Definition of Personal Innovativeness in the Domain of Information Technology
Opinion Paper
Partial least squares path modeling
Personalized education and Artificial Intelligence in the United States, China, and India
User Acceptance of Information Technology
Consumer Acceptance and Use of Information Technology
Structural Equation Models with Unobservable Variables and Measurement Error
Balancing Tradition, Reform, and Constraints
Leading the AI transformation in schools
Utilising learning analytics to support study success in higher education
Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education
AI in teacher education
State of the art and practice in AI in education
The hidden power of emotions
Approaches and Applications of Business Research Methods
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
The role of institutional and self in the formation of trust in artificial intelligence technologies
| Citations per year | 2 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |