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Professional knowledge complements general technology acceptance in mathematics teachers’ critical behavioral intention toward AI

Artigo2026

Chang Shu; Yangui Peng; Bo Wang; Hui Chen; Shengnan Bai

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Resumo

IntroductionArtificial Intelligence (AI) is transforming education globally. In mathematics education, AI is being rapidly integrated, making teachers’ critical behavioral intention (CBI) toward AI increasingly essential. Mathematics teachers’ CBI refers to their ability to evaluate AI-generated outputs for mathematical accuracy and pedagogical appropriateness aligned with students’ Zone of Proximal Development (ZPD). Current technology acceptance models rarely incorporate subject-specific factors. This study extends the Unified Theory of Acceptance and Use of Technology (UTAUT) model by adding two core dimensions of Mathematical Knowledge for Teaching (MKT), specifically Specialized Content Knowledge (SCK) and Knowledge of Content and Students (KCS), with perceived trust (PT) as a mediator.MethodsA survey was administered to 169 mathematics teachers and PLS-SEM was employed to test models.ResultsIn the baseline UTAUT model, both performance expectancy (PE) and effort expectancy (EE) significantly predicted CBI. In the full model (integrating SCK, KCS and PT), only PE remained a significant direct effect. KCS significantly influenced PT, which in turn predicted CBI; SCK showed no such effect. The full model explained 56.3% of the variance in CBI.DiscussionTo better harness AI in mathematics teaching, teacher professional development should ensure solid SCK while placing greater emphasis on KCS, and AI system design should strengthen PT rather than merely prioritize usability and operational efficiency.

Dados da obra

Tipo
Artigo
Periódico
Frontiers in Psychology, v. 17
Editora
Frontiers Media S.A.
Ano
2026 (2026-07)
Idioma
en
Palavras-chave
mathematics teacher; critical behavioral intention; unified theory of acceptance and use of technology; mathematical knowledge for teaching; perceived trust
Temas
Formação de Professores de Matemática
DOI
10.3389/fpsyg.2026.1911467
ISSN
1664-1078
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SHU, Chang et al.. Professional knowledge complements general technology acceptance in mathematics teachers’ critical behavioral intention toward AI. Frontiers in Psychology, v. 17, 2026. DOI: https://doi.org/10.3389/fpsyg.2026.1911467.

APA

Shu, C., Peng, Y., Wang, B., Chen, H., & Bai, S. (2026). Professional knowledge complements general technology acceptance in mathematics teachers’ critical behavioral intention toward AI. Frontiers in Psychology, 17. https://doi.org/10.3389/fpsyg.2026.1911467

BibTeX
@article{shu2026,
  author = {Shu, Chang and Peng, Yangui and Wang, Bo and Chen, Hui and Bai, Shengnan},
  title = {Professional knowledge complements general technology acceptance in mathematics teachers’ critical behavioral intention toward AI},
  year = {2026},
  journal = {Frontiers in Psychology},
  volume = {17},
  publisher = {Frontiers Media S.A.},
  doi = {10.3389/fpsyg.2026.1911467},
  language = {en}
}
RIS
TY  - JOUR
AU  - Shu, Chang
AU  - Peng, Yangui
AU  - Wang, Bo
AU  - Chen, Hui
AU  - Bai, Shengnan
TI  - Professional knowledge complements general technology acceptance in mathematics teachers’ critical behavioral intention toward AI
PY  - 2026
JO  - Frontiers in Psychology
VL  - 17
DO  - 10.3389/fpsyg.2026.1911467
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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