Fostering teachers' positive attitudes toward AI: practical experience, tool awareness, and perceived barrier

- Коваленко, В.В. (orcid.org/0000-0002-4681-5606), Мар'єнко, Майя Володимирівна (orcid.org/0000-0002-8087-962X) and Шишкіна, М.П. (orcid.org/0000-0001-5569-2700) (2026) Fostering teachers' positive attitudes toward AI: practical experience, tool awareness, and perceived barrier Інформаційні технології і засоби навчання, 4 (114). pp. 151-157. ISSN 2076-8184

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Abstract

Artificial intelligence (AI) is rapidly becoming a part of education, so it is essential for us to understand exactly how teachers relate to these technologies. The study investigates how the intensity and variety of practical use of digital tools, as well as the awareness of ethical and technical barriers, influence the formation of educators' attitudes toward artificial intelligence technologies in their professional activities. This work investigates the mechanisms behind the formation of teachers’ positive attitudes toward tools based on large language models (LLMs). The empirical basis of the research consists of the results of an online survey of 486 pedagogical workers. Mathematical processing and data coding were conducted in the RStudio statistical programming environment using the lavaan package. Structural Equation Modeling (SEM) was applied to test the hypotheses. Model analysis confirmed: the more often a teacher uses AI in practice, the better their attitude toward it. The study showed that teachers trust AI more if they actually use it daily, rather than just knowing about the existence of various services. It is proven that awareness of ethical risks and technical imperfections does not have a statistically significant negative impact on educators’ readiness to use the technology, provided they have successful experience in solving applied tasks with its help. This indicates the dominance of a pragmatic approach among teachers over theoretical fears. The practical significance of the work lies in shifting the focus of professional development programs from lecture-based risk overviews to the intensive mastery of prompt engineering techniques for daily routines. The feasibility of implementing a "depth over breadth" strategy is justified, which involves a transition to relational learning design to preserve the psychological continuity of the user experience amidst rapid technological transformations. The obtained empirical data can serve as a basis for updating the professional standards of the modern educator's digital competence.

Item Type:	Article
Keywords:	structural modeling; artificial intelligence; AI; perception of AI; teachers; influencing factors
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 303 Methods of the social sciences Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute for Digitalisation of Education > Department of Cloud-Oriented Systems and Artificial Intelligence in Education
Depositing User:	с.д.,п.н.с Майя Володимирівна Мар'єнко (Попель)
Date Deposited:	05 Oct 2026 07:26
Last Modified:	05 Oct 2026 07:26
URI:	https://lib.iitta.gov.ua/id/eprint/750396

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