Alasgarova, R., & Rzayev, J. (2025). The Implications of Artificial Intelligence for Teacher Agency and Teacher-Student Relationships through the Technology Acceptance Model. International Journal of Technology in Education and Science, 9(3), 450-473. https://doi.org/10.46328/ijtes.645
Ayanwale, M.A., Idowu, K.O., & Adelana, O.P. (2025). Quantifying teachers’ readiness for artificial intelligence adoption in education: a mathematical modeling perspective. Sci Rep, 15, 26043. https://doi.org/10.1038/s41598-025-08018-x
Bai, B., Wang, J., & Chai, C.S. (2021). Understanding Hong Kong primary school English teachers’ continuance intention to teach with ICT. Computer Assisted Language Learning, 34(4), 528–551. https://doi.org/10.1080/09588221.2019.1627459
Bakhadirov, M., Alasgarova, R., & Rzayev, J. (2024). Factors Influencing Teachers’ Use of Artificial Intelligence for Instructional Purposes. IAFOR Journal of Education, 12(2).
Bukhari, S. G. A. S., Jamali, S. G., Larik, A. R., & Chang, M. S. (2023). Fostering intrinsic motivation among teachers: Importance of work environment and individual differences. International Journal of School and Educational Psychology, 11(1), 1–19. https://doi.org/10.1080/21683603.2021.1925182
Calisto, F. M., Santiago, C., Nunes, N., & Nascimento, J. C. (2021). Introduction of human-centric AI assistant to aid radiologists for multimodal breast image classification. International Journal of Human-Computer Studies, 150, 102-607. https://doi.org/10.1016/j.ijhcs.2021.102607
Chatterjee, S., & Bhattacharjee, K. K. (2020). Adoption of artificial intelligence in higher education: A quantitative analysis using structural equation modelling. Education and Information Technologies, 25(5), 3443–3463. https://doi.org/10.1007/s10639-020-10159-7
Choi, S., Jang, Y., & Kim, H. (2023). Influence of pedagogical beliefs and perceived trust on teachers’ acceptance of educational artificial intelligence tools. International Journal of Human–Computer Interaction, 39(4), 910-922. https://doi.org/10.1080/10447318.2022.2049145
Choi, S., Jung, S., Park, S., Kim, Y., & Han, I. (2025). Analyzing Teacher-Ai Interaction Patterns in Student-Centered Lesson Design. In Rajala, A., Cortez, A., Hofmann, R., Jornet, A., Lotz-Sisitka, H., & Markauskaite, L. (Eds.), Proceedings of the 19th International Conference of the Learning Sciences- ICLS 2025 (pp. 3064-3066). International Society of the Learning Sciences.
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2021). 21st century skills development through inquiry-based learning from theory to practice. Springer.
Cukurova, M., Miao, X., & Brooker, R. (2023). Adoption of artificial intelligence in schools: Unveiling factors influencing teachers’ engagement. In International Conference of Artificial Intelligence in Education (pp. 151–163). https://doi.org/10.48550/arXiv.2304.00903
Delgado, J. M. D., Oyedele, L., Demian, P., & Beach, T. (2020). A research agenda for augmented and virtual reality in architecture, engineering and construction. Advanced Engineering Informatics, 45, 101-122. https://doi.org/10.1016/j.aei.2020.101122
Dimitriadou, E., & Lanitis, A. (2023). A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in smart classrooms. Smart Learning Environments, 10(1), 12-21. https://doi.org/10.1186/s40561-023-00231-3
Ebadi, S., & Amini, A. (2022). Examining the roles of social presence and human-likeness on Iranian EFL learners’ motivation using artificial intelligence technology: A case of CSIEC chatbot. Interactive Learning Environments, 32(2), 655-673.
Fenta, A. (2025). A review on enhancing education with AI: exploring the potential of ChatGPT, Bard, and generative AI. Discov Educ, 4, 38. https://doi.org/10.1007/s44217-025-00426-5
Feuerriegel, S., Hartmann, J., Janiesch, C., & Zschech, P. (2024). Generative AI. Business and Information Systems Engineering, 66(1), 111–126. https://doi.org/10.1007/s12599-023-00834-7
Frick, T. W., Chadha, R., Watson, C., Wang, Y., & Green, P. (2009). College student perceptions of teaching and learning quality. Educational Technology Research and Development, 57, 705-720. https://doi.org/10.1007/s11423-007-9079-9
Gokturk-Saglam, A. L. (2026). Generative AI in Norwegian English Classrooms: Exploring Teacher Adoption through UTAUT. Education Sciences, 16(3), 391. https://doi.org/10.3390/educsci16030391
Guan, C., Mou, J., & Jiang, Z. (2020). Artificial intelligence innovation in education: A twenty-year data-driven historical analysis. International Journal of Innovation Studies, 4(4), 134-147. https://doi.org/10.1016/j.ijis.2020.09.001
Hang, N. T. (2024). The role of adoption, ease of use and teachers’ experience of artificial intelligence on teaching effectiveness: Moderating role of student interest. Journal of Pedagogical Research, 8(4), 16-29. https://doi.org/10.33902/JPR.202428342
Hao, Z. (2026). Mapping student-AI interaction dynamics in multi-agent learning environments: Supporting personalized learning and reducing performance gaps. Computers & Education, 241, 105472. https://doi.org/10.1016/j.compedu.2025.105472
Hazzan-Bishara, A., Kol, O. & Levy, S. (2025). The factors affecting teachers’ adoption of AI technologies: A unified model of external and internal determinants. Educ Inf Technol, 30, 15043–15069. https://doi.org/10.1007/s10639-025-13393-z
Huang, A. Y., Lu, O. H., & Yang, S. J. (2023). Effects of artificial Intelligence–Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom. Computers & Education, 194, 104-684. https://doi.org/10.1016/j.compedu.2022.104684
Ji, H., Han, I., & Ko, Y. (2023). A systematic review of conversational AI in language education: Focusing on the collaboration with human teachers. Journal of Research on Technology in Education, 55(1), 48–63. https://doi.org/10.1080/15391523.2022.2142873
Jiao, P., Ouyang, F., Zhang, Q., & Alavi, A. H. (2022). Artificial intelligence-enabled prediction model of student academic performance in online engineering education. Artificial Intelligence Review, 55(8), 6321-6344. https://doi.org/10.1007/s10462-022-10155-y
Kabudi, T., Pappas, I., & Olsen, D. H. (2021). AI-enabled adaptive learning systems: A systematic mapping of the literature. Computers and Education: Artificial Intelligence, 2, 100-117. https://doi.org/10.1016/j.caeai.2021.100017
Kadhim, T. A., Al-Ogaili, H. K. I., & Mutar, A. F. (2025). Integrating artificial intelligence and mobile technologies in Iraqi secondary education. International Journal of Interactive Mobile Technologies, 19(19), 166. https://doi.org/10.3991/ijim.v19i19.55791
Kaswan, K. S., Dhatterwal, J. S., & Ojha, R. P. (2024). AI in personalized learning. In A. Garg, B. V. Babu, & V. E. Balas (Eds.), Advances in Technological Innovations in Higher Education (pp. 103-117). CRC Press.
Kazem, A. M. (2026). The Relationship Between Creative Thinking and University Students’ Use of Artificial Intelligence Applications. Wasit Journal for Human Sciences, 22(3/Pt2), 101-77. https://doi.org/10.31185/wjfh.Vol22.Iss3/Pt2.1780
Khondabi, M., Zerehsaz, M. & Azimi, A. (2025). Comparing ChatGPT-4 and Gemini 2.5 Pro in Meeting the Information Needs of Doctoral Students at Kharazmi University. Human and Information Interaction, 12(3), 49-68. [In Persian] https://hii.khu.ac.ir/article_11111.html?lang=en
Khosravi, H., Shum, S. B., Chen, G., Conati, C., Tsai, Y.-S., Kay, J., Knight, S., Martinez-Maldonado, R., Sadiq, S. & Gašević, D. (2022). Explainable artificial intelligence in education. Computers and Education: Artificial Intelligence, 3, 100-124. https://doi.org/10.1016/j.caeai.2022.100074
Khun-Inkeeree, H., Yusof, M. R., Maruf, I. R., Mat, T. R. T., & Sofian, F. N. R. M. (2022). Enhancing school effectiveness by implementing identified and intrinsic motivation among primary school teachers. Frontiers in Education, 7, 1–12. https://doi.org/10.3389/feduc.2022.852378
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence, 5, 100-156. https://doi.org/10.1016/j.caeai.2023.100156
Kyrpa, A., Stepanenko, O., Zinchenko, V., Datsiuk, T., Karpan, I., & Tilniak, N. (2024). Artificial intelligence tools in teaching social and humanitarian disciplines. Information Technologies and Learning Tools, 100(2), 162–179. https://doi.org/10.33407/itlt.v100i2.5563
Lähdesmäki, S., Väisänen, S., & Hyytinen, H. (2025). University teachers’ perspectives on using Artificial Intelligence in teaching and its related aspects. International Journal on Social and Education Sciences (IJonSES), 7(3), 290-309. https://doi.org/10.46328/ijonses.5036
Lai, C. Y., Cheung, K. Y., & Chan, C. S. (2023). Exploring the role of intrinsic motivation in ChatGPT adoption to support active learning: An extension of the technology acceptance model. Computers and Education: Artificial Intelligence, 5. https://doi.org/10.1016/j.caeai.2023.100178
Latifi, A., Zerehsaz, M. & Azimi, A. (2025). Assessing Artificial Intelligence Literacy Among Students at Kharazmi University Based on Meta AI Literacy Scale. Human and Information Interaction, 12(4), 1-21. [in Persian] https://hii.khu.ac.ir/article_11694.html?lang=en
Lazar, I. M., Panisoara, G., & Panisoara, I. O. (2020). Digital technology adoption scale in the blended learning context in higher education: Development, validation and testing of a specific tool. Plos One, 15(7), 1-27. https://doi.org/10.1371/journal.pone.0235957
Limna, P., Jakwatanatham, S., Siripipattanakul, S., Kaewpuang, P., & Sriboonruang, P. (2022). A review of Artificial Intelligence (AI) in education during the digital era. Advance Knowledge for Executives, 1(1), 1–9. https://ssrn.com/abstract=4160798
López-Costa, M., Donate-Beby, B., Cabrera-Lanzo, N., & Maina, M. F. (2025). Understanding AI adoption among secondary education teachers: A pls-sem approach. Computers and Education: Artificial Intelligence, 8, 100416. https://doi.org/10.1016/j.caeai.2025.100416
Mayr, K. (2025). The Influence of AI Integration on Teaching Effectiveness: examining Teacher Adoption, Ease of Use, Experience, and Student Interest. Current Research Journal of Pedagogics, 6(03), 1–4. https://inlibrary.uz/index.php/crjp/article/view/71846
Mazer, J. P. (2012). Development and validation of the student interest and engagement scales. Communication Methods and Measures, 6(2), 99-125. https://doi.org/10.1080/19312458.2012.679244
Mello, R. F., Freitas, E., Pereira, F. D., Cabral, L., Tedesco, P., & Ramalho, G. (2023). Education in the age of Generative AI: Context and recent developments. http://arxiv.org/abs/2309.12332
Nga, N. T. H., Nhung, N. T. P., & Anh, N, T. Q. (2025). Exploring Teacher Adoption of AI: A Structural Analysis of Microsoft Copilot in Education. Journal of Education and e-Learning Research, 12(3), 479-487. https://doi.org/10.20448/jeelr.v12i3.7395
Oduro, S. (2020). Exploring the barriers to SMEs’ open innovation adoption in Ghana: A mixed research approach. International Journal of Innovation Science, 12(1), 21-51. https://doi.org/10.1108/IJIS-11-2018-0119
Ofem, U.J., Orim, F.S., Edam-Agbor, I.B., Dien, C. & Abuo, C.B. (2025). Teachers’ preparedness for the utilization of artificial intelligence in classroom assessment: the contributory effects of attitude toward technology, technological readiness, and pedagogical beliefs with perceived ease of use and perceived usefulness as mediators. Front. Educ. 10:1568306. https://doi.org/10.3389/feduc.2025.1568306
Oran, B. B. (2023). Correlation between artificial intelligence in education and teacher self-efficacy beliefs: A review. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 34, 1354–1365. https://doi.org/10.29000/rumelide.1316378
Razzouki, M., Hammou, S. B., & Izenzal, M. (2025). The adoption and effective use of artificial intelligence in Moroccan higher education: the moderating role of trust. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2553829
Salah Dawood, A. M. & Jassim Al-Subaihi, B. K. (2026). The Role of Artificial Intelligence in Producing a Strong Program: The Social Sciences in Light of the Novacene Era. Journal of Al-farahidi’s Arts, 10(3), 272-298. https://doi.org/10.25130/jfa.conf.10.3.16
Sharmin, L., Kalima, R., & Imran, M. (2026). Teachers’ perceptions of AI in supporting students’ learning within a globally diverse digital setting. Discov Educ, 5, 75. https://doi.org/10.1007/s44217-025-01089-y
Şimşek, A.S., Cengiz, G.Ş.T. & Bal, M. (2025). Extending the TAM framework: Exploring learning motivation and agility in educational adoption of generative AI. Educ Inf Technol, 30, 20913–20942. https://doi.org/10.1007/s10639-025-13591-9
Tierney, P., Farmer, S. M., & Graen, G. B. (1999). An examination of leadership and employee creativity: The relevance of traits and relationships. Personnel psychology, 52(3); 591-620.
Uzir, M. U. H., Bukari, Z., Al Halbusi, H., Lim, R., Wahab, S. N., Rasul, T., et al. (2023). Applied artificial intelligence: Acceptance-intention-purchase and satisfaction on smartwatch usage in a Ghanaian context. Heliyon, 9(8), e18666. https://doi.org/10.1016/j.heliyon.2023.e18666
Velander, J., Taiye, M. A., Otero, N., & Milrad, M. (2024). Artificial intelligence in K-12 Education: Eliciting and reflecting on Swedish teachers’ understanding of AI and its implications for teaching & learning. Education and Information Technologies, 29(4), 4085–4105. https://doi.org/10.1007/s10639-023-11990-4
Wang, Y., Liu, C., & Tu, Y. F. (2021). Factors Affecting the Adoption of AI Based Applications in Higher Education: An Analysis of Teachers Perspectives Using Structural Equation Modeling. Educational Technology and Society, 24(3), 116–129. https://www.jstor.org/stable/27032860
Xu, W., & Ouyang, F. (2022). A systematic review of AI role in the educational system based on a proposed conceptual framework. Education and Information Technologies, 27(3), 4195-4223. https://doi.org/10.1007/s10639-021-10774-y
Yang, H. H. (2024). The acceptance of AI tools among design professionals: Exploring the moderating role of job replacement. International Review of Research in Open and Distributed Learning, 25(3), 326–349. https://doi.org/10.19173/irrodl.v25i3.7811
Yu, Z., Gao, M., & Wang, L. (2021). The effect of educational games on learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59(3), 522-546. https://doi.org/10.1177/0735633120969214
Zhao, Z., An, Q. & Liu, J. (2025). Exploring AI tool adoption in higher education: evidence from a PLS-SEM model integrating multimodal literacy, self-efficacy, and university support. Front. Psychol. 16:1619391. https://doi.org/10.3389/fpsyg.2025.1619391
