University Teachers’ Perspectives on Using Artificial Intelligence in Teaching and its Related Aspects

Abstract

This study explores interconnections between university teachers’ self-efficacy beliefs, intrinsic motivation, behavioural commitment, and teachers’ views on the ethics of AI and the possibilities of using AI in teaching. Furthermore, the aim is to investigate how teachers’ teaching experience and their participation in AI training relate to these aspects. The data consist of teachers’ (n=92) survey responses and open-ended answers. Data analyses included both quantitative and qualitative methods. The quantitative data were analysed with correlations, t-test, and ANOVA, while content analysis was used to analyse the qualitative data. The results indicated that teachers emphasized the importance of ethical perspectives on AI. A positive connection was found between university teachers’ self-efficacy for using AI in teaching, intrinsic motivation, and behavioural commitment. Teachers with AI training reported higher self-efficacy for using AI in teaching, and they had significantly higher levels of intrinsic motivation and behavioural commitment than teachers without AI training. Moreover, they highlighted more possibilities for using AI in planning their teaching and supporting student learning than teachers without AI training. This study enhances understanding of how university teachers’ self-efficacy, intrinsic motivation, and behavioural commitment to using AI in teaching are interrelated, highlighting the potential moderating role of AI training participation.