Educators' Acceptance and Use of AI Software: UTAUT2 Model

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dc.contributor.authorAcikgul, Kubra
dc.contributor.authorSad, Suleyman Nihat
dc.date.accessioned2026-04-04T13:33:13Z
dc.date.available2026-04-04T13:33:13Z
dc.date.issued2026
dc.departmentİnönü Üniversitesi
dc.description.abstractThe research aimed to examine the factors affecting educators' acceptance and use of artificial intelligence (AI) software based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Research data was collected from 280 educators (teachers and education university lecturers) working at schools or universities across seven regions of T & uuml;rkiye. The data was gathered using a self-report questionnaire including demographic information questions and Artificial Intelligence Acceptance Scale for Education (AIASE). Within the scope of this study, the AIASE was developed to determine educators' acceptance of artificial intelligence technology. In the scale, the performance expectancy (PE) subscale included seven items, while the effort expectancy (EE), social influence (SI), facilitating conditions (FC), hedonic motivation (HM), and habit (H) subscales each comprised five items. The price value (PV) subscale contained three items, and the behavioral intention (BI) subscale was represented by six items. In conclusion, the developed scale provides a valid and reliable tool for educators. According to the goodness-of-fit values calculated in the Structural Equation Modeling analysis, the research model indicated an adequate fit. The results showed PE, HM, and H were significant determinants of BI toward educators' acceptance of artificial intelligence software, but only H was a significant determinant of use behavior (UB). The model variables altogether explained 68% of the variability in educators' BI and 34% of the variability in use behavior. According to the results, incentives and practices should be implemented that reinforce the factors of HM, PE and H that are effective in the AI acceptance.
dc.description.sponsorshipIdot;nn University Scientific Research Projects Coordination Unit [SBA-2025-4251]
dc.description.sponsorshipThe authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The open access publication fees of this article were funded by the Scientific Research Projects Coordination Unit of Inonu University, Turkiye [Project Number: SBA-2025-4251].
dc.identifier.doi10.1177/21582440251413449
dc.identifier.issn2158-2440
dc.identifier.issue1
dc.identifier.orcid0000-0002-3169-2375
dc.identifier.orcid0000-0003-2656-8916
dc.identifier.scopus2-s2.0-105026828645
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1177/21582440251413449
dc.identifier.urihttps://hdl.handle.net/11616/108995
dc.identifier.volume16
dc.identifier.wosWOS:001656712900001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSage Publications Inc
dc.relation.ispartofSage Open
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250329
dc.subjectartificial intelligence
dc.subjectacceptance
dc.subjectUTAUT2
dc.subjectteacher
dc.subjectuniversity lecturer
dc.subjecteducation
dc.titleEducators' Acceptance and Use of AI Software: UTAUT2 Model
dc.typeArticle

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