Attitudes Toward Artificial Intelligence in Teacher Education.

The Role of Emotional and Cognitive Variables

Autors

Anna Maria Mariani; Luna Lembo; Francesco Peluso Cassese.

Abstract

The increasing use of artificial intelligence in educational contexts requires a deeper understanding of the factors influencing teachers’ acceptance of AI. The present study investigates the role of emotional and cognitive components in attitudes toward AI, with particular attention to anxiety and emotional factors. The sample consists of approximately 300 participants, mainly pre-service teachers      and      teachers           in                                         training. The results show that the model is significant (p < .001; R² = .20): digital literacy is associated with greater openness toward AI, whereas anxiety predicts more critical attitudes. Although correlated, the emotional component does not emerge as a direct predictor and does not confirm a robust mediating role. The findings suggest that teachers’ adoption of AI is a complex process in which emotional dimensions interact with cognitive and professional factors.

Keywords

Teacher attitudes; Emotional factors; Cognitive factors.

Bibliografia

Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(3), 431-440.

Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE access, 8, 75264-75278.

Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development.

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