Culturally Responsive AI Adoption in Teacher Education: Insights from Multicultural Educators

• In Event: Equity, Technology, and Emerging Literacies

Abstract

This mixed-methods study examined how Arab and Jewish educators perceive artificial intelligence in education before and after an intervention. Using the Technology Acceptance Model, AI-TPACK framework, and ethical considerations, researchers analyzed 612 survey responses and 20 interviews. Results revealed significant differences between Arab and Jewish educators in some constructs related to AI adoption. An interaction effect between intervention and sector variables was found. Both groups showed enthusiasm for AI's educational potential, but with distinct priorities: Arab educators emphasized equity and inclusion, while Jewish educators focused on innovation and efficiency. Cultural background influenced behavioral intentions and ethical awareness regarding AI implementation. Findings highlighted the importance of developing culturally responsive AI training programs that address diverse perspectives and support inclusive, context-aware educational innovation.

Authors

• Nayif Adil Awad, Sakhnin College

• Shira Soffer-Vital, Ono Academic College