Musa Adekunle Ayanwale|Ismaila Temitayo Sanusi|Owolabi Paul Adelana|Kehinde Aruleba|Solomon Sunday Oyelere
Teachers’ readiness and intention to teach artificial intelligence in schools
University of Johannesburg|University of Eastern Finland|University of Ibadan|University of Leicester|Luleå University of Technology
emergence artificial intelligence ai subject incorporated k12 educational levels places new demand relevant stakeholders especially teachers drive teaching learning process therefore important understand ready teachers teach emerging subject success ai education would probably closely dependent readiness teachers result study presents insight factors influencing behavioural intention readiness nigerian inservice teachers teach artificial intelligence total 368 teachers elementary high school participated study utilised quantitative methodology using variancebased structural equation modelling understand relationship among eight variables ai anxiety perceived usefulness ai social good attitude towards using ai perceived confidence teaching ai relevance ai ai readiness behavioural intention considered study result indicated confidence teaching ai predicts intention teach ai ai relevance strongly predicts readiness teach ai factors influence teaching ai anxiety social good could predict teachers intention readiness implement ai classrooms respectively discussed implication findings relation ai implementation schools highlight future directions