Pre-service Secondary Teachers’ Perceptions on Artificial Intelligence Acceptance in Teaching – learning

The application of Artificial Intelligence (AI) in the field of education in general and teacher education in particular has attracted great interest from the public, governments and academia. With intelligent machines enabling higher-order cognitive functions like thinking, perceiving, learning, problem-solving, and decision-making, along with advancements in data collection and aggregation, analytics, and computer processing power, artificial intelligence technology is having a steadily growing impact on teacher education. The aim of the study to analyses Pre-service Secondary Teachers’ Perceptions on Artificial Intelligence Acceptance in learning using the structure equation modeling (SEM). It also analyses the benefits and draw backs of use of AI in learning process of teacher education. Keeping in view the objectives of the study and nature of the problem Mixed mode method of research has been used for the present study. Data has collected from307 pre-service secondary teachers with a 5-point interval scale ranging strongly agree to strongly disagree developed by the researcher and Focus Group Discussion (FGD).The findings of the study reveals that the critical constructs of TAM theory are useful to measure pre-service Secondary Teachers’ perceived behavior towards their AI acceptance in learning. An AI technology may scan student voice, gauge how much they have learnt, and provide appropriate guidance or regulations. Similarly, Human psychology should not be ignored while accepting AI in teaching learning process and Preventive and supportive software should be developed.