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Teacher Competencies in the Willingness to Use Artificial Intelligence Pedagogically in the Educational Process: Good Strategies for the Smart Teacher
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Author(s): Pablo de la Flor Bancalero (University of Málaga, Spain), Francisco D. Guillén-Gámez (University of Málaga, Spain), Lazar Stošić (University Union—Nikola Tesla, Serbia)and Ana M. Giménez-Gualdo (University of Malaga, Spain)
Copyright: 2026
Pages: 28
Source title:
The Role of Smart Education in a Complex World
Source Author(s)/Editor(s): G. S. Prakasha (Christ University, India), Maria Lapina (North-Caucasus Federal University, Russia), Francisco David Guillén Gámez (University of Málaga, Spain)and Juan J. Leiva-Olivencia (University of Málaga, Spain)
DOI: 10.4018/979-8-3373-7912-8.ch005
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Abstract
The purpose of this paper is to explore the teaching skills necessary to effectively integrate artificial intelligence in the educational field. An ex post facto design was used with 88 in-service teachers from Cadiz (Spain). A non-probabilistic design was used intentionally, and a causal instrument was developed by the authors. The analysis revealed significant relationships across several hypotheses. First, the relationship between Anthropomorphism and Performance Expectation showed a medium effect size. On the other hand, the relationships between Emotions and Willingness to Use AI Devices, Performance Expectation and Emotions, as well as Social Influence and Performance Expectation, showed a large effect size. Regarding good practices, the findings suggest that fostering positive emotions and leveraging social influence are key strategies for increasing teachers' willingness to integrate AI in education. Developing institutional support systems, hands-on training sessions, and collaborative learning networks can enhance educators' confidence and competence in using AI tools.
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