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References from External support and university faculty's AI-TPACK: a serial mediation model of perceived ease of use, perceived usefulness, and behavioral intention. Local targets link to admitted publications; unresolved targets remain external evidence.
AI Integration in STEM curriculum: a conceptual model for deepening student engagement and learning
10.62225/2583049x.2024.4.6.4076 · 2024 · External reference
Modeling teachers’ acceptance of generative artificial intelligence use in higher education: the role of AI literacy, intelligent TPACK, and perceived trust
10.3390/educsci14111209 · 2024 · External reference
Understanding continuous use intention of technology among higher education teachers in emerging economy: evidence from integrated TAM, TPACK, and UTAUT model
10.1080/03075079.2024.2343955 · 2025 · External reference
Barriers to adopting technology for teaching and learning in Oman
10.1016/j.compedu.2009.03.015 · 2009 · External reference
Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools
10.1007/s10639-022-11286-z · 2023 · External reference
Can teachers’ digital competence influence technology acceptance in vocational education?
10.1016/j.chb.2022.107266 · 2022 · External reference
Digital transformation in German higher education: student and teacher perceptions and usage of digital media
10.1186/s41239-018-0130-1 · 2018 · External reference
Towards intelligent-TPACK: an empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education
10.1016/j.chb.2022.107468 · 2023 · External reference
School learning support for teacher technology integration from a self-determination theory perspective
10.1007/s11423-022-10096-x · 2022 · External reference
Intelligent-TPACK (I-TPACK) framework developed from TPACK through integration of artificial intelligence literacy and competency
10.1080/10494820.2026.2615818 · 2026 · External reference
Perceived usefulness, perceived ease of use, and user acceptance of information technology
10.2307/249008 · 1989 · External reference
Artificial intelligence professional development: a systematic review of TPACK, designs, and effects for teacher learning
10.1080/19415257.2025.2454457 · 2025 · External reference
Addressing first-and second-order barriers to change: strategies for technology integration
10.1007/bf02299597 · 1999 · External reference
Digital teaching competence in higher education: a systematic review
10.3390/educsci11110689 · 2021 · External reference
Exploring the relationship between teachers’ competencies in AI-TPACK and digital proficiency
10.1007/s10639-024-12939-x · 2025 · External reference
The factors affecting teachers’ adoption of AI technologies: a unified model of external and internal determinants
10.1007/s10639-025-13393-z · 2025 · External reference
What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning
10.1080/03075079.2015.1007946 · 2017 · External reference
Linking TPACK to teacher self-efficacy in EFL teacher education: mediating roles of perceived usefulness and perceived ease of use
10.1080/15391523.2025.2568514 · 2025 · External reference
Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review
10.1080/17439884.2013.770404 · 2014 · External reference
What is technological pedagogical content knowledge (TPACK)?
2009 · External reference
Examining teachers’ behavioural intention of using generative artificial intelligence tools for teaching and learning based on the extended technology acceptance model
10.1016/j.caeai.2024.100328 · 2024 · External reference
Teachers’ digital initiatives to bridge students’ in-class and out-of-class language learning and the influencing factors
10.1111/bjet.13595 · 2025 · External reference
The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in-service EFL teachers’ technology adoption
10.1111/bjet.13200 · 2022 · External reference
Meta-analysis of influencing factors on the use of artificial intelligence in education
10.1007/s40299-024-00883-w · 2025 · External reference
Technological pedagogical content knowledge: a framework for teacher knowledge
10.1111/j.1467-9620.2006.00684.x · 2006 · External reference
Do in-service teachers accept artificial intelligence-driven technology? The mediating role of school support and resources
10.1016/j.caeo.2024.100191 · 2024 · External reference
The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions
10.1016/j.tate.2019.103006 · 2020 · External reference
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
10.3389/feduc.2025.1568306 · 2025 · External reference
Watch that attitude! Examining the role of attitude in the technology acceptance model through meta-analytic structural equation modelling
10.46328/ijtes.575 · 2024 · External reference
Taking away excuses to quit: the role of supports in completion and learning in online professional development for teachers
10.24059/olj.v25i2.1586 · 2021 · External reference
The technology acceptance model (TAM): a meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education
10.1016/j.compedu.2018.09.009 · 2019 · External reference
The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: comparing structural equation modeling approaches
10.1016/j.chb.2017.11.003 · 2018 · External reference
Technological pedagogical content knowledge (TPACK): the development and validation of an assessment instrument for preservice teachers
10.1080/15391523.2009.10782544 · 2009 · External reference
How school support and teacher perception affect teachers’ technology integration: a multilevel mediation model analysis
10.1007/s10639-024-12802-z · 2024 · External reference
Knowledge and teaching: foundations of the new reform
10.17763/haer.57.1.j463w79r56455411 · 1987 · External reference
Examining the support required by educators for successful technology integration in teacher professional development program
10.1080/2331186x.2023.2298607 · 2024 · External reference
Formation of information competence in future teachers based on the integration of artificial intelligence technologies in education
10.51889/2960-1649.2025.64.3.010 · 2025 · External reference
A theoretical extension of the technology acceptance model: four longitudinal field studies
10.1287/mnsc.46.2.186.11926 · 2000 · External reference
User acceptance of information technology: toward a unified view
10.2307/30036540 · 2003 · External reference
ICT Self-efficacy mediates most effects of university ICT support on preservice teachers’ TPACK: evidence from three normal universities in China
10.1111/bjet.13141 · 2021 · External reference
Technological pedagogical and content knowledge: a review of empirical studies published from 2011 to 2016
10.1177/0735633117713114 · 2018 · External reference
Understanding K-12 teachers’ technological pedagogical content knowledge readiness and attitudes toward artificial intelligence education
10.1007/s10639-024-12621-2 · 2024 · External reference
Primary teachers’ acceptance and sustained adoption of AI powered learner corpora for writing instruction through TAM and ECM perspectives
10.1038/s41598-025-21205-0 · 2025 · External reference
Can AI literacy empower future educators? Unpacking its dual role in transforming deep learning into TPACK competence within blended classrooms
10.1007/s12144-025-08631-z · 2026 · External reference
Art and design teachers’ acceptance of AI-generated content for assisted tutoring: an extended TAM-TPACK framework
10.1057/s41599-026-06692-4 · 2026 · External reference