Teaching with Artificial Intelligence
Degree of acceptance of educational AI in the Latin American university context
Bibliographic Data
| ID | 5012798 |
|---|---|
| Authors | Carmen Llorente-Cejudo (0000-0002-4281-928X, Universidad de Sevilla), Raquel Barragán-Sánchez (0000-0001-6336-2728, Universidad de Sevilla), Antonio Palacios-Rodríguez (0000-0002-0689-6317, Universidad de Sevilla), Victoria Fernández-Scagliusi (0000-0002-2054-6874, Universidad de Sevilla) |
| Year | 2025 |
| Volume | 51 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educação e Pesquisa (JOURNAL) |
| Journal identifiers | ISSN: 1517-9702 • E-ISSN: 1678-4634 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/s1678-4634202551290821en |
| OpenAlex | W4413215785 |
| SCIELO_PID | S1517-97022025000100703 |
| Language | EN |
| References cited | 39 |
The remarkable advance of AI, especially after the introduction of ChatGPT3 in the educational field, has stimulated research on attitudes, levels of acceptance, available training and the impact of pedagogical beliefs on the use or rejection of AI by students and teachers. The aim of this study is to analyze the degree of acceptance of Educational Artificial Intelligence (DAI) by teachers, its use and and the factors influencing these decisions. This was done through an ex post facto research design with a sample of 425 participating teachers. One of the most relevant findings is a general tendency among teachers to adopt constructivist positions for developing training activities with EdAI. The robustness and consistency of the measuring instrument used are noteworthy. The data indicate that the level of EdAI acceptance among teachers is very high and that those with constructivist beliefs show a greater predisposition to integrate these technologies into their teaching practice, compared to those who maintain more traditional or transmissive orientations
Consistency (knowledge bases · Context (archaeology · Field (mathematics · Mathematics education · Computer Science · E-Learning and Knowledge Management · Educational Innovations and Technology · Mathematics · Online Learning and Analytics · Psychology · Artificial Intelligence
Reliability and Validity Assessment
Influence of Pedagogical Beliefs and Perceived Trust on Teachers’ Acceptance of Educational Artificial Intelligence Tools
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Aplicación de la Inteligencia Artificial (IA) en Educación
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A new acceptance model for artificial intelligence with extensions to UTAUT2
Creencias del profesorado de Educación Secundaria en torno al uso de la Realidad Mixta en el aula
Relaciones entre concepciones y competencias TIC
| Citation velocity | historical |
|---|---|
| Highly cited | No |