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ABSTRACT

Artificial intelligence (AI) is transforming educational systems by enhancing teaching, assessment, and learning personalization. This study investigated teachers’ perceptions of AI integration using an integrated technology acceptance model (TAM), technological pedagogical content knowledge (TPACK), and generative artificial intelligence (GenAI) framework. The main constructs used are perceived usefulness (PU), attitudes toward use (ATU), and behavioral intention (BI), with GenAI dimensions (agency, amplification, adaptivity, and authenticity) embedded within them. The study employed a cross-sectional design with 332 teachers in the emirate of Al Ain, United Arab Emirates. Results showed that PU was the strongest predictor of both ATU and BI, while ATU did not significantly mediate the PU-BI relationship. Amplification and adaptivity were positively perceived, whereas concerns about authenticity and agency tempered attitudes. Teachers aged 30-49 and those with 1-10 years of experience reported higher BI, and teachers of grades 4-9 showed greater PU. The findings highlight the need for professional development that fosters both practical integration and ethical understanding of AI in education.

Keywords: AI in education, technology acceptance model, TPACK, TPACK-GenAI