Historielärares föreställningar om och användning av generativ AI : En studie genomförd med stöd av Technology Acceptance Model (TAM)

Sammanfattning

This study examines history teachers' perceptions and use of generative AI in history education and the relationship between teachers' attitudes, perceived usefulness, perceived ease of use and actual use of technology. The study is theoretically grounded in Technology Acceptance Model (TAM), which is used as an analytical framework to understand factors influencing teachers' adoption of GenAI. The empirical material consists of a quantitative survey distributed digitally to history teachers working in Swedish secondary-and upper secondary schools. The findings show that history teachers generally recognise both opportunities and risks associated with GenAI. Many respondents highlighted the potential of AI to support lesson planning, differentiation and critical discussions in history education. At the same time, teachers expressed concerns regarding misinformation, oversimplification of historical contexts, reduced student independence, and the risk that students merely rely on AI uncritically. The results also indicate that teachers who perceive AI as a useful and easy to use are more likely to integrate the technology into their teaching practices. Perceived competence and confidence in using AI also appear to influence attitudes and willingness to adopt the technology. The study contributes to the growing field of history didactics and educational research on AI by providing empirical insights into how Swedish history teachers relate to and use GenAI in practice. The findings suggest that in professional development, subject-specific guidance regarding AI is necessary for supporting reflective and pedagogically informed uses of AI in education.