ArticleBehavioral sciences (Basel, Switzerland)2025
Will Teacher-AI Collaboration Enhance Teaching Engagement?
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- The Double-Edged Sword Effects of Teacher-AI Collaboration on Work Engagement: A Self-Determination Theory Perspective.Behavioral sciences (Basel, Switzerland) · 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
- Techno-stress and teaching innovation among university teachers in the intelligent era: a path analysis of job burnout and AI self-efficacy.Frontiers in psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Against the backdrop of the widespread integration of Artificial Intelligence (AI) into educational practices, collaboration between teachers and AI is profoundly influencing teaching behavior. Drawing on the Conservation of Resources Theory, this study constructs and tests a model examining the impact of teacher-AI collaboration on teaching engagement, with a focus on the mediating role of technological self-efficacy and the moderating role of perceived organizational support. Based on empirical data collected through a survey in China, the results reveal that teacher-AI collaboration significantly and positively predicts teaching engagement. Furthermore, technological self-efficacy mediates this relationship, suggesting that AI collaboration enhances teaching engagement by boosting teachers' confidence in using technology. In addition, perceived organizational support positively moderates the effect of teacher-AI collaboration on technological self-efficacy, forming a moderated mediation model. This research enriches the understanding of teacher behavior in the context of AI integration and offers practical implications for educational institutions seeking to optimize AI adoption strategies and enhance teacher motivation.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.