Factors Influencing Early Childhood Educators' Intent to Use AI-Based Technologies in a Developing Country

• In Event: Teaching and Learning with AI: Building Literacy, Agency, and Design.

Abstract

This study investigates the factors influencing early childhood educators’ intention to use AI-based technologies in Nigeria. Guided by the Technology Acceptance Model (TAM), it examines the effects of gender, teaching experience, school type, and subjective experiences, including perceived usefulness, ease of use, subjective norms, and beliefs about AI. Survey data from 287 teachers were analyzed using multiple regression. Results show that teaching experience and perceived usefulness significantly predicted teachers’ intention to use AI, while gender, school type, and other subjective factors were not significant. The findings underscore the need for professional development and targeted support, particularly for less experienced teachers, to foster confidence and a deeper understanding of AI’s potential in early learning contexts.

Authors

• Lauretta Oluwafemi Osho, Eastern New Mexico University

• Oluwafemi Osho, Clemson University

• Kafayat Amoke Adesina, Clemson University

• Augustine Owusu Achiaw, Clemson University

• Edwin Nii Bonney, Clemson University

• Gertrude Arthur, University of Missouri