Identifying and Ranking Psychological Determinants of Teacher Readiness for AI Integration
Keywords:
Artificial intelligence integration, teacher readiness, technological self-efficacy, educational innovationAbstract
Objective: This study aimed to identify and rank the key psychological determinants influencing teachers’ readiness for integrating artificial intelligence (AI) into educational practices.
Methods and Materials: The research followed a sequential exploratory mixed-method design. In the first phase, a qualitative content analysis was conducted through a systematic literature review of peer-reviewed studies published between 2022 and 2025. Data were analyzed using NVivo 14, following open, axial, and selective coding until theoretical saturation was reached. Seven major psychological determinants emerged. In the second phase, a quantitative ranking analysis was performed using SPSS 26. A structured questionnaire, based on the qualitative findings, was distributed to 200 teachers in Tehran. The relative significance of each determinant was analyzed using Friedman’s test, with reliability and validity verified through Cronbach’s alpha and exploratory factor analysis.
Findings: Results indicated a statistically significant difference among the seven determinants (χ² = 187.42, df = 6, p < 0.001). Technological self-efficacy ranked highest, followed by growth mindset and learning orientation, and cognitive flexibility and adaptability. Motivation and engagement and attitude toward AI integration occupied mid-ranks, while emotional readiness and regulation and social and collaborative orientation ranked lowest. These findings reveal that teachers’ internal cognitive and motivational capacities are stronger predictors of AI readiness than emotional or institutional factors.
Conclusion: Teacher readiness for AI integration is primarily shaped by self-efficacy, continuous learning orientation, and adaptability. Psychological empowerment and professional reflection precede emotional and social readiness, underscoring the need for professional development programs that foster confidence, growth mindset, and adaptive cognition.
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References
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