Generative AI Adoption in the Classroom: A Contextual Exploration Using the Technology Acceptance Model (TAM) and the Innovation Diffusion Theory (IDT)

The burgeoning development of generative artificial intelligence (GenAI) and the widespread adoption of large language models (LLMs) in educational settings have sparked considerable debate regarding their efficacy and acceptability. Despite the potential benefits, the assimilation of these cutting-edge technologies among educators exhibits a broad spectrum of attitudes, from enthusiastic advocacy to profound skepticism. This study aims to dissect the underlying factors influencing educators' perceptions and acceptance of GenAI and LLMs. We conducted a survey among educators and analyzed the data through the frameworks of the Technology Acceptance Model (TAM) and Innovation Diffusion Theory (IDT). Our investigation reveals a strong positive correlation between the perceived usefulness of GenAI tools and their acceptance, underscoring the importance of demonstrating tangible benefits to educators. Additionally, the perceived ease of use emerged as a significant factor, though to a lesser extent, influencing acceptance. Our findings also show that the knowledge and acceptance of these tools is not uniform, suggesting that targeted strategies are required to address the specific needs and concerns of each adopter category to facilitate broader integration of AI tools in education.