Acceptance of AI-Based Learning Technology among High School Teachers

Abstract

This study investigates senior high school teachers’ acceptance of Artificial Intelligence (AI) based learning technologies in West Kalimantan using the Technology Acceptance Model (TAM). A purposive sample of 45 teachers participated in the survey, which employed a 14-item Likert-scale questionnaire (1–5). The instrument underwent content validation by experts, and reliability analysis produced a Cronbach’s Alpha of 0.89, indicating strong internal consistency. Descriptive results reveal that all TAM constructs fall within the “very high” category: Perceived Usefulness (PU = 4.5), Perceived Ease of Use (PEOU = 4.3), Attitude Toward Use (ATU = 4.4), Behavioral Intention (BI = 4.5), along with two AI-specific indicators (AI1 = 4.6; AI2 = 4.5). Regression analysis further demonstrates that both PU and PEOU significantly predict ATU (p < .05), while ATU significantly predicts BI (p < .05). These findings indicate that teachers hold highly positive perceptions regarding the usefulness and ease of AI technologies, which subsequently strengthen their intention to integrate such tools into their instructional practices. Although the overall level of readiness is high, the study highlights that continuous professional development and supportive school policies remain essential for optimal AI adoption.