Generative AI acceptance and professional autonomy development among Chinese university physical education teachers:...

Area of Science:

• Educational Technology
• Artificial Intelligence in Education
• Teacher Professional Development

Background:

• Generative artificial intelligence (GenAI) is increasingly integrated into educational settings.
• This integration reshapes teaching practices and teacher professional development.
• Understanding the impact of GenAI acceptance on teachers is crucial.

Purpose of the Study:

• To examine the association between GenAI acceptance and professional autonomy development (PAD) among university physical education teachers.
• To investigate the indirect roles of teaching innovation and learning motivation in this association.
• To explore the moderating effect of technology anxiety.

Main Methods:

• A pilot survey was conducted for item clarity and reliability.
• A main questionnaire survey involved 1,020 Chinese university physical education teachers.
• A moderated serial conditional process model (PROCESS Model 92) was estimated.

Main Results:

• GenAI acceptance showed a significant positive association with PAD (total effect = 0.563).
• Teaching innovation and learning motivation had significant indirect associations with PAD.
• Technology anxiety weakened the positive associations between GenAI acceptance and teaching innovation/learning motivation.

Conclusions:

• GenAI acceptance is positively linked to PAD in university physical education teachers.
• Teaching innovation and learning motivation are indirect correlates of this association.
• Technology anxiety may attenuate the positive impacts of GenAI acceptance on teaching innovation and motivation.