Eighteenth International Conference on e-Learning & Innovative Pedagogies

Abstract

The rapid advancement of artificial intelligence (AI) has the potential to transform education by reshaping teaching methodologies, automating routine tasks, and providing personalized learning experiences. As AI tools become increasingly integrated into classrooms, understanding educators’ perceptions and adoption of these technologies is crucial for effective implementation. This study examines the perceptions and adoption of AI tools among Taiwanese junior and senior high school instructors, utilizing the Technology Acceptance Model (TAM) as a theoretical framework. Specifically, it investigates how factors such as anxiety, willingness, and perceived ease of use influence instructors’ acceptance and integration of AI technologies across various subjects, including Chinese, English, mathematics, science, social science, and physical education. Data was collected through a TAM-based questionnaire designed to assess instructors’ attitudes, experiences, and challenges related to AI adoption in the classroom. The findings provide valuable insights into the potential of AI to transform secondary education while identifying key facilitators and barriers to its effective implementation within the Taiwanese educational system. By examining instructors’ perspectives, this study contributes to the growing body of research on AI in education and offers practical recommendations for policymakers, educators, and institutions to support teachers in effectively leveraging AI to enhance teaching and learning.