ArticleHeliyon2024
Factors influencing pre-service special education teachers' intention toward AI in education: Digital literacy, teacher self-efficacy, perceived ease of use, and perceived usefulness.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It has been retracted, and should not be counted. Cited by 20 papers.
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Who cites it
20 citing papers in PubMed.
- How is digital literacy related to self-efficacy beliefs? The mediating role of motivation toward web-based professional development.BMC psychology · 2026Article
- Psychological and technological predictors of AI literacy profiles: a latent profile analysis among Chinese college students.BMC psychology · 2026Article
- The Impact of Educational LLM Agent Use on Teachers' Curriculum Content Creation: The Chain Mediating Role of School Support and Teacher Self-Efficacy.Behavioral sciences (Basel, Switzerland) · 2026Article
- AI literacy and high school English teachers' teaching anxiety: the chain mediation role of teaching self-efficacy and work engagement.Frontiers in psychology · 2026Article
- Development and validation of a scale on the difficulties of AI technology integration in teaching for primary and secondary school teachers.Frontiers in psychology · 2026Article
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- Exploring the role of agentic AI in fostering self-efficacy, autonomy support, and self-learning motivation in higher education.Frontiers in artificial intelligence · 2026Article
- Artificial intelligence readiness and its influencing factors among newly qualified nurses: a cross-sectional study.Frontiers in medicine · 2026Article
- Caring for students with disabilities: a SEM analysis of compassion fatigue, emotional regulation, and professional resilience among Saudi special education teachers.Frontiers in psychology · 2026Article
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- Are all digital hoarding behavior alike? Uncovering the pathways to digital hoarding behavior in the workplace.Frontiers in psychology · 2026Article
- Adopting Generative AI in Future Classrooms: A Study of Preservice Teachers' Intentions and Influencing Factors.Behavioral sciences (Basel, Switzerland) · 2025Article
- Exploring the Dynamics of Artificial Intelligence Literacy on English as a Foreign Language Learners' Willingness to Communicate: The Critical Mediating Roles of Artificial Intelligence Learning Self-Efficacy and Classroom Anxiety.Behavioral sciences (Basel, Switzerland) · 2025Article
- Exploring the factors influencing the adoption of artificial intelligence technology by university teachers: the mediating role of confidence and AI readiness.BMC psychology · 2025Article
- Exploring AI tool adoption in higher education: evidence from a PLS-SEM model integrating multimodal literacy, self-efficacy, and university support.Frontiers in psychology · 2025Article
- The perceived impact of artificial intelligence on academic learning.Frontiers in artificial intelligence · 2025Article
- Digital literacy, phubbing, and mental well-being in the digital age: a study on young university athletes.Frontiers in psychiatry · 2025Article
- How mindfulness shapes AI competence: a structural equation modeling analysis of mindfulness, AI literacy and behavioral intention in Chinese media students.Frontiers in psychology · 2025Article
- Article
- The Perils of Perfection: Navigating the Ripple Effects of Organizational Perfectionism on Employee Misbehavior through Job Insecurity and the Buffering Role of AI Learning Self-Efficacy.Behavioral sciences (Basel, Switzerland) · 2024Article
Corrections and comments
- Retraction · 2026-01-22Concerns/Issues about Referencing/Attributions · Investigation by Journal/Publisher · Lack of IRB/IACUC Approval and/or Compliance · Unreliable Results and/or Conclusions ·
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The use of artificial intelligence in education (AIEd) has become increasingly significant globally. In China, there is a lack of research examining the behavioral intention toward AIEd among pre-service special education (SPED) teachers in terms of digital literacy and teacher self-efficacy. Building on the technology acceptance model, our study evaluated the aspects influencing pre-service special education teachers' intention toward AI in education. Data was gathered from 274 pre-service SPED teachers studying at a Chinese public normal university of special education and analyzed using structural equation modeling (SEM). The results show that digital literacy is associated with the perceived usefulness and ease of use of AIEd, which influences SPED teachers' intention to use AIEd. Additionally, digital literacy significantly impacts the self-efficacy of SPED teachers. Given these results, AI designers in special education should comprehend the effectiveness and usability of AIEd for fostering behavioral intention formation. Simultaneously, special educational programs that identify key content and activities for digital literacy training should be developed, and educators should attempt to execute the relevant pre-service training to enhance the intention of pre-service SPED teachers toward AIEd.
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