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This research seeks to examine how self-efficacy influences the willingness of faculty members to adopt Artificial Intelligence (AI) applications within Kuwaiti universities. It integrates two key theoretical models: the Technology Acceptance Model (TAM) and the Stimulus-Organism-Response (S–O–R) framework, offering a comprehensive perspective on the acceptance of technology in educational environments. Data were gathered through a survey of 422 faculty members in public universities across Kuwait. The results robustly indicate a relationship between self-efficacy, perceived usefulness, ease of use, attitude towards technology, and the intention to adopt AI technologies in educational contexts. Several practical and educational implications were identified in this study.

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Evaluating Artificial Intelligence Integration in Education Through Integrating TAM and S–O–R

  • 章节

  • 发表日期：

    2025年

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  • Hussam Mohd Al-Shorman,
  • Seyed Ghasem Saatchi,
  • Tawfeeq Alanaziand,
  • Mowafaq Salem Alzboon,
  • Sabha Maria” Nawaf Alka’awneh,
  • Mutaz Khaled Yousef Abdel Wahed,
  • Basema Mohammad Salameh Abu thwaib,
  • Sulieman Ibraheem Shelash,
  • Najah Al-shanableh,
  • Ala’a M. Al-Momani

摘要

This research seeks to examine how self-efficacy influences the willingness of faculty members to adopt Artificial Intelligence (AI) applications within Kuwaiti universities. It integrates two key theoretical models: the Technology Acceptance Model (TAM) and the Stimulus-Organism-Response (S–O–R) framework, offering a comprehensive perspective on the acceptance of technology in educational environments. Data were gathered through a survey of 422 faculty members in public universities across Kuwait. The results robustly indicate a relationship between self-efficacy, perceived usefulness, ease of use, attitude towards technology, and the intention to adopt AI technologies in educational contexts. Several practical and educational implications were identified in this study.