首页|Study Results from National University of Lesotho Update Understanding of Artifi cial Intelligence (Do in-service teachers accept artificial intelligence-driven technology? The mediating role of school support and resources)
Study Results from National University of Lesotho Update Understanding of Artifi cial Intelligence (Do in-service teachers accept artificial intelligence-driven technology? The mediating role of school support and resources)
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By a News Reporter-Staff News Editor at Robotics & Machine Learning Daily News Daily News – A new study on artificial intelligence is now available. According to news reporting out of National University of Les otho by NewsRx editors, research stated, “This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Le sotho, focusing on the mediating role of school support and resources (SSR). In Lesotho’s educational landscape, which is characterized by a growing interest in technology integration, this study fills an essential gap in the existing liter ature by exploring in-service teachers’ perspectives on AI adoption and the medi ating influence of SSR.” Our news reporters obtained a quote from the research from National University o f Lesotho: “Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework, the study adopts a cross-sectional design, collec ting data from a sample of 315 in-service teachers through online surveys. The d ata was analyzed using maximum likelihood estimation. The results reveal a subst antial positive relationship between perceived usefulness, perceived ease of use , and a positive attitude towards AI, with SSR playing a pivotal role as a compl ementary mediator in these connections. However, the study identifies a non-sign ificant relationship between technical proficiency and behavioral intention, sug gesting a need for further investigation into the technical skills essential for effective AI integration. The results highlight the critical role of SSR in sha ping in-service teachers’ intentions to use AI in their teaching practices. As a result, the study recommends tailored continuous professional development progr ams and collaborative learning communities to enhance teachers’ skills.”
National University of LesothoArtifici al IntelligenceEmerging TechnologiesMachine LearningTechnology
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