TEACHERS' ATTITUDE TOWARD ARTIFICIAL INTELLIGENCE IN EDUCATION IN KAZAKHSTAN

Abstract

The current study aimed to explore the attitudes of teachers from private schools in Kazakhstan toward artificial intelligence in education and investigate the relationships between the attitudes and various external factors, such as age, gender, teaching experience, subject group taught and core and output factors. Such factors included such domains as subjective norms, computer self-efficacy, facilitating conditions, perceived ease of use, perceived usefulness, attitude toward technology and behavioral intention to use. The study used a non-experimental cross- sectional survey design. The research site for the study was four private schools in Kazakhstan. The participants were selected using non-probabilistic convenience sampling procedure. The sample comprised 101 teachers of various background (gender, age, subject group taught, and teaching experience). Data was collected using a questionnaire based on Technology Acceptance Model (TAM). Data was analyzed using descriptive (mean, standard deviation), inferential (t-test, ANOVA), bivariate (logistic regression) analyses and latent profile analysis. The results of the study showed that the overall attitudes of teachers toward artificial intelligence in education are neutral-to-positive with some differences across socio-demographic information in relation to the core and output factors. Furthermore, there exist two latent profiles for teachers: those with positive attitude toward artificial intelligence and those with moderate. Considering these profiles, teachers of languages and PE tend to have a more moderate stance toward artificial intelligence in their practice.