Pedagogik i förändring: mellanstadielärares intention för användning av artificiell intelligens i undervisningen

Sammanfattning

The increased use of artificial intelligence (AI) has left its mark on society, particularly within the educational sector. Due to a research gap regarding middle school teachers’ perspectives on integrating AI into their teaching, this study aims to examine middle school teachers’ intentions to integrate AI into their teaching using the Unified Theory of Acceptance and Use of Technology model. This is done to create a deeper understanding of the factors that influence teachers’ inclination to use AI as a pedagogical tool, as well as to shed light on the organizational conditions required for a successful and sustainable integration of AI. The study adopts a qualitative research approach based on semi-strutured interviews conducted with middle school teachers active in Uppsala and Västerås. The interview guide was developed using the theoretical model Unified Theory of Acceptance and Use of Technology (UTAUT), focusing on the core constructs effort expectancy, performance expectancy, social influence and facilitating conditions. Furthermore, a type of thematic analysis was conducted using the same model.