ArticleBehavioral sciences (Basel, Switzerland)2026
Generative Artificial Intelligence Self-Efficacy and Learning Engagement Among Special Education Teacher Trainees: A Moderated Mediation Model.
Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Generative artificial intelligence (GenAI), known for its personalization and intelligence, is gaining traction in special education as a tool to address diverse learner needs. As future key practitioners integrating intelligent technology to promote educational equity, how special education teacher trainees effectively utilize GenAI has become a critical issue. In the context of Chinese higher education, this study employed a cross-sectional design and administered a questionnaire survey to 434 special education teacher trainees. The aim was to examine the association between their GenAI self-efficacy and learning engagement, with particular attention to the potential mediating association of problem-solving ability and the moderating role of critical thinking. The results revealed the following: GenAI self-efficacy was positively associated with learning engagement, and problem-solving ability played a mediating role in the relationship between self-efficacy and learning engagement. Moreover, critical thinking significantly moderated the relationship between self-efficacy and problem-solving ability.
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