Date
Publisher
arXiv
This study investigates Chinese teachers' continuance intention to use generative artificial intelligence (AI) by integrating the Expectation-Confirmation Model with Institutional Theory. A sequential explanatory mixed-methods design was employed. Questionnaire data from 437 teachers were analysed using structural equation modelling, followed by semi-structured interviews with 15 teachers to further interpret the findings. The results indicate that confirmation, perceived usefulness, and satisfaction play important roles in shaping teachers' continuance intention, while institutional pressures, including coercive, normative, and mimetic influences, also contribute to continued use. Qualitative findings further reveal that teachers often use generative AI pragmatically to support tasks such as lesson preparation and idea generation, while simultaneously exercising caution and critically evaluating the reliability of AI-generated content. These findings highlight the combined influence of individual evaluations and institutional contexts on teachers' sustained engagement with generative AI in education.
Study at a glance
- Question: What shapes Chinese teachers' intentions to continue using generative artificial intelligence in their teaching?
- Setting and data: China; primary, secondary, and tertiary school teachers; 437 survey respondents and 15 interviewees.
- Method: Sequential explanatory mixed-methods design using structural equation modeling and semi-structured interviews.
Why it matters
Research on generative artificial intelligence in education has focused largely on initial adoption, leaving a gap in understanding how personal evaluations and institutional pressures shape teachers' sustained use in their teaching practice.
Key findings
- Perceived usefulness, satisfaction, and confirmation of expectations were all significantly associated with teachers' intentions to continue using generative artificial intelligence.
- Institutional pressures, including mimetic, normative, and coercive influences, were also significantly associated with teachers' continuance intentions.
- Teachers reported using generative artificial intelligence pragmatically to support routine preparation and idea generation, while exercising caution and verifying outputs due to reliability concerns.
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