Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived Trust

Abstract

This study delves into the factors that drive teachers’ adoption of generative artificial intelligence (GenAI) technologies in higher education. Anchored by the technology acceptance model (TAM), the research expands its inquiry by integrating the constructs of intelligent technological pedagogical content knowledge (TPACK), AI literacy, and perceived trust. Data were gathered from a sample of 237 university teachers through a structured questionnaire. The study employed structural equation modeling (SEM) to determine the relationships among the constructs. The results revealed that both AI literacy and perceived ease were the most influential factors affecting teachers’ acceptance of GenAI. Notably, intelligent TPACK and perceived trust were found to be pivotal mediators in this relationship. The findings underscore the importance of fostering AI literacy and adapting intelligent TPACK frameworks to better equip educators in the age of AI. Furthermore, there is a clear need for targeted professional development initiatives focusing on practical training that enhances AI literacy. These programs should provide hands-on experience with GenAI tools, boosting educators’ confidence and ability to integrate them into their teaching practices.