Teachers’ Acceptance of Artificial Intelligence (AI) for Learning in Melawi Regency

Abstract

The rapid advancement of digital technologies has brought a range of innovations to education, including the use of Artificial Intelligence (AI) as a tool to support teaching and learning. This study analyzes teachers’ acceptance of AI for learning in Melawi Regency using the Technology Acceptance Model (TAM). A quantitative descriptive survey design was employed with 115 teachers from primary, junior secondary, and senior secondary schools selected through convenience sampling. Data were collected using a five-point Likert questionnaire that measured four constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Toward Using (ATU), and Behavioral Intention (BI). Descriptive statistics and Pearson correlations were computed using SPSS 26. The findings show a high level of acceptance, with an overall mean score of 4.06. PU obtained the highest mean (4.14), followed by PEOU (4.04), BI (4.03), and ATU (4.01). A strong positive correlation was found between PU and BI (r = 0.83; p < .01), indicating that higher perceived usefulness is associated with stronger intentions to use AI in teaching. The study concludes that teachers in Melawi are conceptually ready to integrate AI despite infrastructural limitations. The results have implications for policy and practice, particularly the need for systematic AI literacy training, improved digital infrastructure, and supportive school policies to ensure that teachers’ positive intentions can be translated into sustainable classroom practice.