Teachers’ Perceptions and Attitudes Toward the Use of Artificial Intelligence in Teaching and Evaluation Processes (Case Study: Secondary School Teachers in Greater Tehran and Surrounding Areas)
Keywords:
Artificial Intelligence in Education, Technology adoption, Teachers' perceptions, Structural equation modelingAbstract
The increasing integration of artificial intelligence (AI) technologies into educational systems has introduced multifaceted and complex challenges across pedagogical, ethical, and institutional domains—particularly in contexts where the process of digital transition intersects with the cultural and structural constraints of a given society. This study investigates the perceptions and evaluations of secondary school teachers regarding AI-based technologies in teaching and student academic performance assessment processes. Employing a cross-sectional survey design, the study involved the participation of 317 secondary school teachers working in Tehran. The research data collection instrument consisted of 25 items across five latent constructs, whose validity and reliability were evaluated and confirmed through exploratory and confirmatory factor analyses. To test the study’s hypothesized model, structural equation modeling (SEM) techniques were applied. The analysis revealed that none of the four predictor variables examined had a statistically significant effect on the dependent variable—namely, the behavioral intention of teachers to adopt AI technologies. The findings indicate the presence of a significant structural disconnect between teachers' attitudinal awareness of AI and their motivational readiness to actively engage with it. The results suggest that teachers' engagement with AI technologies is influenced more by systemic, institutional, and cultural ambiguities than by individual beliefs. The study underscores the importance of developing and applying context-sensitive models in the investigation of AI technology acceptance in educational settings. Furthermore, it opens new avenues for future research into the mediating and conditional factors affecting teachers’ professional behavior in relation to AI integration.
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