Evidence map›Paper›PMID 41353436›Full record

ArticleBMC psychology2025

Untangling pathways from digital instructional leadership to AI pedagogy: a diffusion of innovation theory perspective.

Chuan-Chung Hsieh, Sandrotua Bali, Hui-Chieh Li

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Chuan-Chung HsiehDepartment of Education and Learning Technology, National Tsing Hua University, No. 101, Section 2, Guangfu Rd, East District, Hsinchu City, 300, Taiwan, ROC.
Sandrotua BaliCenter for Teacher Education, National Tsing Hua University, No. 101, Section 2, Guangfu Rd, East District, Hsinchu City, 300, Taiwan, ROC. sandrotuab@gmail.com.
Hui-Chieh LiDepartment of Business Administration, National Taipei University of Business, No.321, Sec. 1, Jinan Rd., Zhongzheng District, Taipei City, 100, Taiwan, ROC.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Drawing on Diffusion of Innovation Theory, this empirical study examines how digital instructional leadership impacts the integration of AI and AI pedagogy in K-12 schools. In addition, the study examines how trust in AI moderates the relationship between AI integration and AI pedagogy. To achieve this goal, a large-scale cross-sectional survey was administered to 842 K-12 teachers in Taiwan who had prior experience integrating AI tools into their classroom instruction. The data were analyzed using SPSS and Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show that digital instructional leadership significantly predicts AI integration but has no direct effect on AI pedagogy. In addition, AI integration strongly predicts AI pedagogy and mediates the relationship between digital instructional leadership and AI pedagogy, whereas trust in AI does not moderate the relationship between AI integration and AI pedagogy. Both theoretical and practical contributions are discussed, offering insights for future research, policymakers, and teachers.

Indexed as

Artificial IntelligenceDiffusion of InnovationLeadershipSchool TeachersTeachingAdultCross-Sectional StudiesFemaleHumansMaleMiddle AgedTaiwanAI integrationAI pedagogyDiffusion of innovation theoryDigital instructional leadershipK–12 educationTrust in AI

Identifiers

PMID41353436
PMCPMC12801581

What OpenQuestion holds

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Registered trials

None linked

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.