Bridging theory and practice: A comprehensive model for AI acceptance among secondary school teachers

This PhD project critically examines the integration of artificial intelligence (AI) in secondary education in Luxembourg from a unique psycho-socio-technological perspective, focusing on teacher acceptance and adoption. Through a carefully designed mixed-methods approach, the study initiates with qualitative interviews to capture the nuances of teachers' experiences and attitudes towards AI. These findings will guide a systematic literature review to assess the applicability of traditional technology acceptance models to AI in education. The project innovates with a 'mise en situation' approach, using vignettes in a subsequent quantitative survey to assess acceptance in realistic teaching and learning contexts. This methodology bridges the gap between theoretical constructs and practical application, offering significant contributions to academic and educational practice. By developing a nuanced model of AI acceptance, the research aims to inform policy-making, curriculum development and professional development strategies. The anticipated findings promise to advance the discourse on AI integration in education, highlighting the complex interplay of factors influencing teacher acceptance and facilitating more effective adoption of AI technologies in educational settings.