Volume 18, Issue 39 (9-2025)
3 2025, 18(39): 1-15 |
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Evaluation of Factors Affecting Teachers' Behavioral Intention to Use Artificial Intelligence in Lesson Planning. 3 2025; 18 (39) :1-15
URL: http://jnraims.ir/article-1-412-en.html
URL: http://jnraims.ir/article-1-412-en.html
Abstract: (26 Views)
The present study was conducted with the aim of evaluating the factors affecting teachers' behavioral intention to use artificial intelligence in lesson planning. The present study was of a quantitative approach, of an applied type in terms of purpose, and of a descriptive-survey type in terms of implementation. The statistical population of the study consisted of all elementary school teachers in Tehran. Considering the minimum sample size in structural equation modeling methods, 210 people were selected as samples in this study. Accordingly, the non-probability sampling method was purposeful. Field and library methods were used to collect data. In order to determine the validity of the questionnaire, face, content, and construct validity were used, and Cronbach's alpha coefficient was used for reliability. Descriptive and inferential statistical methods were also used to analyze the data. In the descriptive section, percentages, frequencies, tables and graphs were used to describe demographic characteristics including age, gender, education and work experience, and mean, standard deviation, skewness and kurtosis were used to describe the research variables using IBM SPSS software. In the inferential section, structural equation modeling was used with SmartPLS-V3 software to examine the hypotheses. The results showed that performance expectations, effort expectations, social influence and facilitating conditions have a positive and significant effect on teachers' behavior towards using artificial intelligence in lesson planning.
Keywords: Behavioral Intention, Artificial Intelligence, Performance Expectations, Effort Expectations, Lesson Planning
Type of Study: Research |
Subject:
Special
Received: 2025/09/14 | Accepted: 2025/09/1 | Published: 2025/09/1
Received: 2025/09/14 | Accepted: 2025/09/1 | Published: 2025/09/1
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