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Vol.14, No.4, November 2025. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Exploring Factors Influencing Preschool Teachers’ Intention to Use AI Tools in Folktale-Based Instruction
Tran Thi Nhung, Vu Thi Thuy, Cao Thi Thu Hoai, Nguyen Thi Thanh Huyen, Nguyen Thi Ut Sau
© 2025 Vu Thi Thuy, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 14, Issue 4, Pages 3427-3437, ISSN 2217-8309, DOI: 10.18421/TEM144-49, November 2025.
Received: 06 May 2025.
Abstract:
This study aims to explore the key factors influencing preschool teachers' intention to use Artificial Intelligence (AI) teaching aids in teaching folk literature. Drawing on foundational theoretical models such as the Technology Acceptance Model (TAM), Technological Pedagogical Content Knowledge for AI (AI-TPK), and Social Cognitive Theory (SCT), the study proposes a conceptual framework comprising ten hypotheses. A structured questionnaire was administered to 183 preschool teachers in the northern mountainous provinces of Vietnam. The collected data were analyzed using Generalized Structured Component Analysis (GSCA) with GSCA Pro 1.2 to examine both the measurement and structural models. The results revealed that teaching self-efficacy (TSE) was the strongest predictor of behavioral intention (BI), followed by perceived usefulness (PU). While AI-TPK had a significant positive influence on PEOU, its direct effects on TSE and BI were not statistically significant. Likewise, PEOU no longer had a direct effect on BI, but it played an important indirect role through PU and TSE. These findings suggest that confidence in teaching ability and perceptions of practical usefulness are more influential than interface simplicity alone in motivating teachers to adopt AI tools. The final model explains 71.9% of the variance in behavioral intention, indicating strong explanatory power. This study contributes both theoretically and practically to understanding AI acceptance in early childhood education, particularly in culturally rich, indigenous teaching contexts such as folk literature.
Keywords – Artificial Intelligence (AI), preschool teachers, folktale education, Technology Acceptance Model (TAM), teaching self-efficacy. |
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