What Explains Teachers’ Trust in AI in Education Across Six Countries?

With growing expectations to use AI-based educational technology (AI-EdTech) to improve students’ learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers’ willingness to accept vulnerability by integrating technology into thei...

Celý popis

Uloženo v:

Podrobná bibliografie
Vydáno v:	International journal of artificial intelligence in education Ročník 35; číslo 3; s. 1288 - 1316
Hlavní autoři:	Viberg, Olga, Cukurova, Mutlu, Feldman-Maggor, Yael, Alexandron, Giora, Shirai, Shizuka, Kanemune, Susumu, Wasson, Barbara, Tømte, Cathrine, Spikol, Daniel, Milrad, Marcelo, Coelho, Raquel, Kizilcec, René F.
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	New York Springer New York 01.09.2025 Springer Nature B.V
Témata:	Algorithms Artificial Intelligence Automation Beliefs Computer and Information Sciences Computer Science Computer Science Computers and Education Cultural Differences Cultural factors Culture Data- och informationsvetenskap Demographics Education Educational Technology Effectiveness Elementary Secondary Education Geographic Location Influence of Technology Interpersonal Communication Interpersonal Relationship Knowledge Level Learning Multiple regression analysis Outcomes of Education Psychological factors Self Efficacy Student Improvement Survey Teacher Characteristics Teacher Competencies Teachers Teaching Teaching Methods Technology adoption Trust Trust (Psychology) User Interfaces and Human Computer Interaction Values World Problems Survey Teachers Education Trust Artificial intelligence Culture
ISSN:	1560-4292, 1560-4306, 1560-4306
On-line přístup:	Získat plný text
Tagy:	Přidat tag Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!

Abstract	With growing expectations to use AI-based educational technology (AI-EdTech) to improve students’ learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers’ willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristics shape teachers’ trust in AI-EdTech, and its proposed antecedents, perceived benefits and concerns about AI-EdTech. We examined a comprehensive set of characteristics including demographic and professional characteristics (age, gender, subject, years of experience, etc.), cultural values (Hofstede’s cultural dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), and psychological factors (self-efficacy and understanding). Using multiple regression analysis, we found that teachers with higher AI-EdTech self-efficacy and AI understanding perceive more benefits, fewer concerns, and report more trust in AI-EdTech. We also found geographic and cultural differences in teachers’ trust in AI-EdTech, but no demographic differences emerged based on their age, gender, or level of education. The findings provide a comprehensive, international account of factors associated with teachers’ trust in AI-EdTech. Efforts to raise teachers’ understanding of, and trust in AI-EdTech, while considering their cultural values are encouraged to support its adoption in K-12 education.
AbstractList	With growing expectations to use AI-based educational technology (AI-EdTech) to improve students’ learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers’ willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristics shape teachers’ trust in AI-EdTech, and its proposed antecedents, perceived benefits and concerns about AI-EdTech. We examined a comprehensive set of characteristics including demographic and professional characteristics (age, gender, subject, years of experience, etc.), cultural values (Hofstede’s cultural dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), and psychological factors (self-efficacy and understanding). Using multiple regression analysis, we found that teachers with higher AI-EdTech self-efficacy and AI understanding perceive more benefits, fewer concerns, and report more trust in AI-EdTech. We also found geographic and cultural differences in teachers’ trust in AI-EdTech, but no demographic differences emerged based on their age, gender, or level of education. The findings provide a comprehensive, international account of factors associated with teachers’ trust in AI-EdTech. Efforts to raise teachers’ understanding of, and trust in AI-EdTech, while considering their cultural values are encouraged to support its adoption in K-12 education.
Author	Kizilcec, René F. Cukurova, Mutlu Kanemune, Susumu Tømte, Cathrine Viberg, Olga Alexandron, Giora Spikol, Daniel Coelho, Raquel Feldman-Maggor, Yael Wasson, Barbara Milrad, Marcelo Shirai, Shizuka
Author_xml	– sequence: 1 givenname: Olga orcidid: 0000-0002-8543-3774 surname: Viberg fullname: Viberg, Olga email: oviberg@kth.se organization: KTH Royal Institute of Technology, Digital Futures – sequence: 2 givenname: Mutlu orcidid: 0000-0001-5843-4854 surname: Cukurova fullname: Cukurova, Mutlu organization: University College London – sequence: 3 givenname: Yael orcidid: 0000-0002-0456-6664 surname: Feldman-Maggor fullname: Feldman-Maggor, Yael organization: KTH Royal Institute of Technology, Digital Futures, Weizmann Institute of Science – sequence: 4 givenname: Giora orcidid: 0000-0003-2676-6912 surname: Alexandron fullname: Alexandron, Giora organization: Weizmann Institute of Science – sequence: 5 givenname: Shizuka orcidid: 0000-0003-2676-3404 surname: Shirai fullname: Shirai, Shizuka organization: Osaka University – sequence: 6 givenname: Susumu surname: Kanemune fullname: Kanemune, Susumu organization: Osaka Electro-Communication University – sequence: 7 givenname: Barbara orcidid: 0000-0003-4897-1394 surname: Wasson fullname: Wasson, Barbara organization: University of Bergen, SLATE – sequence: 8 givenname: Cathrine orcidid: 0000-0003-0196-9772 surname: Tømte fullname: Tømte, Cathrine organization: University of Bergen, SLATE, University of Agder – sequence: 9 givenname: Daniel orcidid: 0000-0001-9454-0793 surname: Spikol fullname: Spikol, Daniel organization: University of Copenhagen – sequence: 10 givenname: Marcelo orcidid: 0000-0002-6937-345X surname: Milrad fullname: Milrad, Marcelo organization: Linnaeus University – sequence: 11 givenname: Raquel orcidid: 0000-0001-5073-2443 surname: Coelho fullname: Coelho, Raquel organization: University College London – sequence: 12 givenname: René F. orcidid: 0000-0001-6283-5546 surname: Kizilcec fullname: Kizilcec, René F. email: kizilcec@cornell.com organization: Cornell University
BackLink	https://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-367370$$DView record from Swedish Publication Index (Kungliga Tekniska Högskolan) https://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-133144$$DView record from Swedish Publication Index (Linnéuniversitetet)
BookMark	eNqNkc1KAzEUhYNUsK2-gKsB19H8zs9KSq22UHBh1WXITDNt6jgzJhmsO1_D1_NJTDstgoviJjcXvnO595we6JRVqQA4x-gSIxRdWYZ4QiEiDCLEKIXrI9DFPESQURR29n-SkBPQs3bloQiFrAvGz0vpgtG6LqQubTBTMlsqY78_v4KZaawLdBkMJpt3NG8y6XTl-8xU1gYPeh0Mq6Z0Rit7fQqOc1lYdbarffB4O5oNx3B6fzcZDqYwYzRxMMkliaVkqeIRYrlCSnKahjzEEsUkDSVN5lhyFWe-sCznJKFziRThISM4SmgfwHaufVd1k4ra6FdpPkQltbjRTwNRmYUoykZgSjFj_-Nf3FLQMKIR8vxFy9ememuUdWJVNab0JwlKOIm8kTH1VNxSWyuMykWm3dYdZ6QuBEZik4tocxE-F7HNRay9lPyR7lc6KKK7KzxcLpT53eqA6gfM06K0
CitedBy_id	crossref_primary_10_34086_rteusbe_1660052 crossref_primary_10_3390_educsci14121386 crossref_primary_10_1007_s40593_025_00486_6 crossref_primary_10_1016_j_tate_2025_105032 crossref_primary_10_3390_educsci15091186 crossref_primary_10_3390_educsci15091152 crossref_primary_10_71085_joclsi_04_01_77 crossref_primary_10_1080_17483107_2025_2561927 crossref_primary_10_33225_jbse_25_24_655 crossref_primary_10_1016_j_caeai_2025_100416 crossref_primary_10_1080_10447318_2025_2508303 crossref_primary_10_14198_ijd_28881 crossref_primary_10_3390_rel16081069 crossref_primary_10_3390_informatics12030061 crossref_primary_10_1108_IJLLS_11_2024_0268 crossref_primary_10_55142_jogser_1715410 crossref_primary_10_1177_00986283241297635 crossref_primary_10_1080_10494820_2024_2423175
Cites_doi	10.1177/1541931215591149 10.3102/0034654308321456 10.1007/s11528-022-00715-y 10.5465/annals.2018.0057 10.1111/j.1540-5915.1997.tb01322.x 10.2307/258792 10.1080/10494820.2015.1122635 10.3389/fpsyg.2022.868623 10.2139/ssrn.2466040 10.1145/1985347.1985353 10.1080/15391523.2022.2121344 10.2307/258851 10.1016/j.caeai.2023.100131 10.2307/25148735 10.9707/2307-0919.1111 10.1007/s10639-023-11990-4 10.1016/j.chb.2022.107468 10.1007/s40593-021-00243-5 10.1111/bjet.13232 10.1016/0146-6402(78)90002-4 10.18637/jss.v045.i03 10.3390/electronics11203291 10.1007/978-3-031-36336-8_12 10.1007/978-94-6209-557-1 10.1186/s41239-019-0171-0 10.54676/AATW1274 10.1155/2020/1680845 10.1145/3209219.3209251 10.1007/s11135-018-0802-x 10.1016/j.ijme.2023.100790 10.1007/s40593-023-00351-4 10.1016/j.caeai.2023.100132 10.1145/3442188.3445922 10.1016/j.compedu.2019.01.012 10.1007/s12525-022-00605-4 10.1016/j.trf.2022.02.016 10.58459/rptel.2023.18021 10.1086/258637 10.1111/j.1539-6924.1993.tb01329 10.1016/j.compedu.2013.07.014 10.1111/mono.12296 10.1016/j.chb.2020.106552 10.1007/s12652-019-01479-9 10.1145/3230736 10.1177/1541931213601192 10.1007/978-3-030-82786-1_12 10.1007/978-3-031-36272-9_13 10.1080/08961530.2011.578059 10.1287/isre.2.3.192 10.1063/1.4932473 10.1109/TLT.2017.2682084 10.1186/s40594-023-00418-7 10.1177/1555343418810936 10.1016/j.tele.2022.101925 10.2307/259297 10.1145/3306618.3314232 10.1080/10447318.2022.2049145 10.1177/1745691617699971 10.1145/3506860.3506866
ContentType	Journal Article
Copyright	The Author(s) 2024 The Author(s) 2024. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
Copyright_xml	– notice: The Author(s) 2024 – notice: The Author(s) 2024. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
DBID	C6C AAYXX CITATION AHOVV ADTPV AFDQA AOWAS D8T D8V ZZAVC AGRUY D92
DOI	10.1007/s40593-024-00433-x
DatabaseName	Springer Nature OA Free Journals CrossRef Education Research Index SwePub SWEPUB Kungliga Tekniska Högskolan full text SwePub Articles SWEPUB Freely available online SWEPUB Kungliga Tekniska Högskolan SwePub Articles full text SWEPUB Linnéuniversitetet full text SWEPUB Linnéuniversitetet
DatabaseTitle	CrossRef
DatabaseTitleList	CrossRef
DeliveryMethod	fulltext_linktorsrc
Discipline	Education Computer Science
EISSN	1560-4306
EndPage	1316
ExternalDocumentID	oai_DiVA_org_lnu_133144 oai_DiVA_org_kth_367370 10_1007_s40593_024_00433_x
GrantInformation_xml	– fundername: Royal Institute of Technology – fundername: Trond Mohn Research Foundation, Norway grantid: Artificial Intelligence in Education: Layers of Trust (EduTrust AI) – fundername: National Science Foundation, US grantid: award no. 2237593
GroupedDBID	-W8 .GO 06D 0R~ 203 2WC 4.4 406 96X AACDK AAHNG AAHSB AAIAL AAJBT AAJKR AANZL AAOTM AARHV AARTL AASML AATNV AATVU AAUYE AAYIU AAYQN AAYTO AAZMS ABAKF ABBRH ABDBE ABDZT ABECU ABFSG ABFTV ABIVO ABJCF ABJNI ABJOX ABKCH ABMQK ABOPQ ABPLI ABQBU ABRTQ ABTEG ABTHY ABTKH ABTMW ABUBZ ABUWG ABXPI ACAOD ACCUX ACDTI ACGFO ACGFS ACHSB ACIWK ACKNC ACMLO ACOKC ACPIV ACPQW ACREN ACSTC ACZOJ ADHHG ADHIR ADKFA ADKNI ADKPE ADRFC ADTPH ADURQ ADYFF ADYOE ADZKW AEBTG AEFQL AEGNC AEJHL AEJRE AEMSY AEOHA AEPYU AESKC AETCA AEVLU AEXYK AEZWR AFBBN AFDZB AFHIU AFKRA AFLOW AFOHR AFQWF AFRHK AFZKB AGAYW AGDGC AGMZJ AGQEE AGQMX AGRTI AGWZB AGYKE AHAVH AHBYD AHKAY AHPBZ AHSBF AHWEU AIAKS AIGIU AIIXL AILAN AITGF AIXLP AJBLW AJNRN AJRNO AJZVZ AKLTO ALFXC ALMA_UNASSIGNED_HOLDINGS ALSLI AMKLP AMTXH AMXSW AMYLF AMYQR ANMIH ARAPS ASPBG ATHPR AUKKA AVWKF AXYYD AYFIA AYJHY AZQEC BENPR BGLVJ BGNMA BSONS C6C CAG CCPQU CJNVE COF CSCUP DNIVK DPUIP DWQXO E3Z EBLON EBS EDJ EIOEI EJD ESBYG FERAY FIGPU FINBP FNLPD FRRFC FSGXE FYJPI GGCAI GGRSB GJIRD GNUQQ HCIFZ HG6 HZ~ IKXTQ IL9 IOS ITM IWAJR J-C JZLTJ KOV LLZTM M0P M4Y M7S MET MIO MK~ NPVJJ NQJWS NU0 O9- O93 O9G O9J OK1 P2P PHGZM PHGZT PQEDU PQGLB PT4 PTHSS PUEGO RLLFE ROL RSV SISQX SJYHP SNE SNPRN SNX SOHCF SOJ SPISZ SRMVM SSLCW SSXJD STPWE TR2 TSG UG4 UOJIU UTJUX UZXMN VFIZW W23 W48 ZMTXR AAYXX AFFHD CITATION AHOVV ADTPV AFDQA AOWAS D8T D8V ZZAVC AGRUY D92
ID	FETCH-LOGICAL-c439t-9fa28aa4be5704fe0ea53b6561a082b6a39d1a5e8cd1a4cf5293da0e256421793
IEDL.DBID	RSV
ISICitedReferencesCount	25
ISICitedReferencesURI	http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001331785300001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN	1560-4292 1560-4306
IngestDate	Tue Nov 04 16:13:23 EST 2025 Tue Nov 04 16:00:54 EST 2025 Wed Nov 05 06:24:46 EST 2025 Sat Nov 29 07:29:25 EST 2025 Tue Nov 18 21:09:29 EST 2025 Mon Sep 22 02:29:38 EDT 2025
IsDoiOpenAccess	true
IsOpenAccess	true
IsPeerReviewed	true
IsScholarly	true
Issue	3
Keywords	Survey Teachers Education Trust Artificial intelligence Culture
Language	English
LinkModel	DirectLink
MergedId	FETCHMERGED-LOGICAL-c439t-9fa28aa4be5704fe0ea53b6561a082b6a39d1a5e8cd1a4cf5293da0e256421793
Notes	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ORCID	0000-0001-6283-5546 0000-0001-5843-4854 0000-0002-8543-3774 0000-0001-9454-0793 0000-0003-0196-9772 0000-0003-2676-6912 0000-0003-4897-1394 0000-0003-2676-3404 0000-0002-6937-345X 0000-0002-0456-6664 0000-0001-5073-2443
OpenAccessLink	https://link.springer.com/10.1007/s40593-024-00433-x
PQID	3252715683
PQPubID	2043630
PageCount	29
ParticipantIDs	swepub_primary_oai_DiVA_org_lnu_133144 swepub_primary_oai_DiVA_org_kth_367370 proquest_journals_3252715683 crossref_citationtrail_10_1007_s40593_024_00433_x crossref_primary_10_1007_s40593_024_00433_x springer_journals_10_1007_s40593_024_00433_x
PublicationCentury	2000
PublicationDate	2025-09-01
PublicationDateYYYYMMDD	2025-09-01
PublicationDate_xml	– month: 09 year: 2025 text: 2025-09-01 day: 01
PublicationDecade	2020
PublicationPlace	New York
PublicationPlace_xml	– name: New York – name: Heidelberg
PublicationSubtitle	Official Journal of the International AIED Society
PublicationTitle	International journal of artificial intelligence in education
PublicationTitleAbbrev	Int J Artif Intell Educ
PublicationYear	2025
Publisher	Springer New York Springer Nature B.V
Publisher_xml	– name: Springer New York – name: Springer Nature B.V
References	EL Usher (433_CR58) 2008; 78 433_CR49 433_CR42 433_CR43 B Yoo (433_CR66) 2011; 23 433_CR44 S Van Buuren (433_CR59) 2011; 45 A Bandura (433_CR7) 1977; 84 433_CR40 433_CR41 X He (433_CR31) 2022; 86 R Lukyanenko (433_CR46) 2022; 32 LT Hosmer (433_CR36) 1995; 20 L Benotti (433_CR10) 2017; 11 G Hofstede (433_CR33) 2010 433_CR35 MA Almaiah (433_CR5) 2022; 11 E Glikson (433_CR30) 2020; 14 433_CR37 BJ Dietvorst (433_CR26) 2015; 144 433_CR34 S Seufert (433_CR55) 2021; 115 O Viberg (433_CR63) 2013; 69 UNESCO (433_CR1) 2023 RC Mayer (433_CR47) 1995; 20 I Celik (433_CR14) 2023; 138 A Bell (433_CR8) 2019; 53 L Casal-Otero (433_CR12) 2023; 10 433_CR9 433_CR6 I Celik (433_CR15) 2022; 66 R Agarwal (433_CR3) 1997; 28 433_CR29 433_CR24 F Huang (433_CR38) 2019; 133 433_CR20 GC Moore (433_CR50) 1991; 2 433_CR64 433_CR21 433_CR65 433_CR22 433_CR23 433_CR60 433_CR61 433_CR62 S Choi (433_CR19) 2023; 39 A Al Darayseh (433_CR4) 2023; 4 Y Dong (433_CR28) 2020; 2020 OA Davis (433_CR25) 1962; 70 PM Doney (433_CR27) 1998; 23 433_CR17 433_CR18 433_CR13 433_CR16 433_CR53 433_CR54 P Slovic (433_CR56) 1993; 13 433_CR11 433_CR51 433_CR52 J He (433_CR32) 2012; 2 DH Mcknight (433_CR48) 2011; 2 O Zawacki-Richter (433_CR67) 2019; 16 A Tarhini (433_CR57) 2017; 25 C Adams (433_CR2) 2023; 4 J Jager (433_CR39) 2017; 82 WM Lim (433_CR45) 2023; 21
References_xml	– ident: 433_CR16 doi: 10.1177/1541931215591149 – volume: 78 start-page: 751 issue: 4 year: 2008 ident: 433_CR58 publication-title: Review of Educational Research doi: 10.3102/0034654308321456 – volume: 66 start-page: 616 issue: 4 year: 2022 ident: 433_CR15 publication-title: TechTrends doi: 10.1007/s11528-022-00715-y – volume: 14 start-page: 627 issue: 2 year: 2020 ident: 433_CR30 publication-title: Academy of Management Annals doi: 10.5465/annals.2018.0057 – volume: 28 start-page: 557 issue: 3 year: 1997 ident: 433_CR3 publication-title: Decision Sciences doi: 10.1111/j.1540-5915.1997.tb01322.x – volume: 20 start-page: 709 issue: 3 year: 1995 ident: 433_CR47 publication-title: Academy of Management Review doi: 10.2307/258792 – volume: 25 start-page: 306 issue: 3 year: 2017 ident: 433_CR57 publication-title: Interactive Learning Environments doi: 10.1080/10494820.2015.1122635 – volume-title: Cultures and organizations: software of the mind: intercultural cooperation and its importance for survival year: 2010 ident: 433_CR33 – ident: 433_CR65 doi: 10.3389/fpsyg.2022.868623 – volume: 144 start-page: 114 issue: 1 year: 2015 ident: 433_CR26 publication-title: Journal of Experimental Psychology: General doi: 10.2139/ssrn.2466040 – volume: 2 start-page: 1 issue: 2 year: 2011 ident: 433_CR48 publication-title: ACM Transactions on Management Information Systems (TMIS) doi: 10.1145/1985347.1985353 – ident: 433_CR23 doi: 10.1080/15391523.2022.2121344 – volume: 20 start-page: 379 issue: 2 year: 1995 ident: 433_CR36 publication-title: Academy of Management Review doi: 10.2307/258851 – volume: 4 start-page: 100131 year: 2023 ident: 433_CR2 publication-title: Computers and Education: Artificial Intelligence doi: 10.1016/j.caeai.2023.100131 – ident: 433_CR43 doi: 10.2307/25148735 – volume: 2 start-page: 8 issue: 2 year: 2012 ident: 433_CR32 publication-title: Online Readings in Psychology and Culture doi: 10.9707/2307-0919.1111 – ident: 433_CR62 doi: 10.1007/s10639-023-11990-4 – ident: 433_CR51 – volume: 138 start-page: 107468 year: 2023 ident: 433_CR14 publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2022.107468 – ident: 433_CR21 doi: 10.1007/s40593-021-00243-5 – ident: 433_CR52 doi: 10.1111/bjet.13232 – volume: 84 start-page: 191 issue: 2 year: 1977 ident: 433_CR7 publication-title: Psychological Review doi: 10.1016/0146-6402(78)90002-4 – volume: 45 start-page: 1 year: 2011 ident: 433_CR59 publication-title: Journal of Statistical Software doi: 10.18637/jss.v045.i03 – volume: 11 start-page: 3291 issue: 20 year: 2022 ident: 433_CR5 publication-title: Electronics doi: 10.3390/electronics11203291 – ident: 433_CR37 – ident: 433_CR34 doi: 10.1007/978-3-031-36336-8_12 – ident: 433_CR64 – ident: 433_CR29 doi: 10.1007/978-94-6209-557-1 – volume: 16 start-page: 1 issue: 1 year: 2019 ident: 433_CR67 publication-title: International Journal of Educational Technology in Higher Education doi: 10.1186/s41239-019-0171-0 – ident: 433_CR60 – volume-title: Global education monitoring report 2023: Technology in education - a tool on whose terms? year: 2023 ident: 433_CR1 doi: 10.54676/AATW1274 – ident: 433_CR22 – volume: 2020 start-page: 1 year: 2020 ident: 433_CR28 publication-title: Complexity doi: 10.1155/2020/1680845 – ident: 433_CR54 – ident: 433_CR11 doi: 10.1145/3209219.3209251 – volume: 53 start-page: 1051 year: 2019 ident: 433_CR8 publication-title: Quality & Quantity doi: 10.1007/s11135-018-0802-x – volume: 21 start-page: 100790 issue: 2 year: 2023 ident: 433_CR45 publication-title: The International Journal of Management Education doi: 10.1016/j.ijme.2023.100790 – ident: 433_CR41 doi: 10.1007/s40593-023-00351-4 – volume: 4 start-page: 100132 year: 2023 ident: 433_CR4 publication-title: Computers and Education: Artificial Intelligence doi: 10.1016/j.caeai.2023.100132 – ident: 433_CR9 doi: 10.1145/3442188.3445922 – volume: 133 start-page: 69 year: 2019 ident: 433_CR38 publication-title: Computers & Education doi: 10.1016/j.compedu.2019.01.012 – volume: 32 start-page: 1993 issue: 4 year: 2022 ident: 433_CR46 publication-title: Electronic Markets doi: 10.1007/s12525-022-00605-4 – volume: 86 start-page: 178 year: 2022 ident: 433_CR31 publication-title: Transportation Research Part F: Traffic Psychology and Behaviour doi: 10.1016/j.trf.2022.02.016 – ident: 433_CR20 doi: 10.58459/rptel.2023.18021 – volume: 70 start-page: 241 issue: 3 year: 1962 ident: 433_CR25 publication-title: Journal of Political Economy doi: 10.1086/258637 – volume: 13 start-page: 675 issue: 6 year: 1993 ident: 433_CR56 publication-title: Risk Analysis doi: 10.1111/j.1539-6924.1993.tb01329 – volume: 69 start-page: 169 year: 2013 ident: 433_CR63 publication-title: Computers & Education doi: 10.1016/j.compedu.2013.07.014 – volume: 82 start-page: 13 issue: 2 year: 2017 ident: 433_CR39 publication-title: Monographs of the Society for Research in Child Development doi: 10.1111/mono.12296 – volume: 115 start-page: 106552 year: 2021 ident: 433_CR55 publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2020.106552 – ident: 433_CR35 doi: 10.1007/s12652-019-01479-9 – ident: 433_CR17 doi: 10.1145/3230736 – ident: 433_CR18 doi: 10.1177/1541931213601192 – ident: 433_CR44 doi: 10.1007/978-3-030-82786-1_12 – ident: 433_CR24 doi: 10.1007/978-3-031-36272-9_13 – volume: 23 start-page: 193 issue: 3–4 year: 2011 ident: 433_CR66 publication-title: Journal of International Consumer Marketing doi: 10.1080/08961530.2011.578059 – volume: 2 start-page: 192 issue: 3 year: 1991 ident: 433_CR50 publication-title: Information Systems Research doi: 10.1287/isre.2.3.192 – ident: 433_CR6 doi: 10.1063/1.4932473 – volume: 11 start-page: 179 issue: 2 year: 2017 ident: 433_CR10 publication-title: IEEE Transactions on Learning Technologies doi: 10.1109/TLT.2017.2682084 – volume: 10 start-page: 29 issue: 1 year: 2023 ident: 433_CR12 publication-title: International Journal of STEM Education doi: 10.1186/s40594-023-00418-7 – ident: 433_CR42 doi: 10.1177/1555343418810936 – ident: 433_CR40 doi: 10.1016/j.tele.2022.101925 – ident: 433_CR49 – volume: 23 start-page: 601 issue: 3 year: 1998 ident: 433_CR27 publication-title: Academy of Management Review doi: 10.2307/259297 – ident: 433_CR13 doi: 10.1145/3306618.3314232 – volume: 39 start-page: 910 issue: 4 year: 2023 ident: 433_CR19 publication-title: International Journal of Human-Computer Interaction doi: 10.1080/10447318.2022.2049145 – ident: 433_CR61 doi: 10.1177/1745691617699971 – ident: 433_CR53 doi: 10.1145/3506860.3506866
SSID	ssj0047064
Score	2.4733272
Snippet	With growing expectations to use AI-based educational technology (AI-EdTech) to improve students’ learning outcomes and enrich teaching practice, teachers play... With growing expectations to use AI-based educational technology (AI-EdTech) to improve students' learning outcomes and enrich teaching practice, teachers play...
SourceID	swepub proquest crossref springer
SourceType	Open Access Repository Aggregation Database Enrichment Source Index Database Publisher
StartPage	1288
SubjectTerms	Algorithms Artificial Intelligence Automation Beliefs Computer and Information Sciences Computer Science Computer Science Computers and Education Cultural Differences Cultural factors Culture Data- och informationsvetenskap Demographics Education Educational Technology Effectiveness Elementary Secondary Education Geographic Location Influence of Technology Interpersonal Communication Interpersonal Relationship Knowledge Level Learning Multiple regression analysis Outcomes of Education Psychological factors Self Efficacy Student Improvement Survey Teacher Characteristics Teacher Competencies Teachers Teaching Teaching Methods Technology adoption Trust Trust (Psychology) User Interfaces and Human Computer Interaction Values World Problems
Title	What Explains Teachers’ Trust in AI in Education Across Six Countries?
URI	https://link.springer.com/article/10.1007/s40593-024-00433-x https://www.proquest.com/docview/3252715683 https://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-367370 https://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-133144
Volume	35
WOSCitedRecordID	wos001331785300001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText	1
inHoldings	1
isFullTextHit
isPrint
journalDatabaseRights	– providerCode: PRVAVX databaseName: SpringerLINK Contemporary 1997-Present customDbUrl: eissn: 1560-4306 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0047064 issn: 1560-4292 databaseCode: RSV dateStart: 20131101 isFulltext: true titleUrlDefault: https://link.springer.com/search?facet-content-type=%22Journal%22 providerName: Springer Nature
link	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3NSsQwEA6yevDi-ourq-QgXjTQbdI2PcmiLgoi4s_iLaRtosWlK9tVPPoavp5PYiabdlFE0Ut7aJKmk5nMVzIzH0I7lAU-oyohmeYZYVEYEh6qjCQ8TKJEm0c2QLZ_Fp2f89vb-MIlhZVVtHt1JGl36jrZjQH7HDE-hcDxFSUGOc4ad8fBHC-v-tX-yyLPFo2CFGECZEwuVeb7MT67oynGrI9Fv5QQtW6n1_zfhBfRgoOZuDvRiyU0o4pl1KwoHLCz6GUgbXYBHivoBMp4YwjKk3lRYlfruXx_fcPXkJmB8wJ3T-Fad8Jd-1n4Kn_BkN0O7FzlwSq66R1fH54QR7RAUoNHxiTW0udSskQFkce08pQMaGKQXkcahJCEksZZRwaKp-bGUh0YjJBJTxm4xHyw8DXUKIaFWkc41oz7KdNUG6SVcR0bPBJmsVEUmvGUqxbqVPIWqatCDmQYA1HXT7ZiE0ZswopNvLTQXt3ncVKD48fW7WoZhbPHUlA_8COjEZy20H61WtPHP422O1n--s1Qj_so73fFcHQnHsb3ggLVj_dLw0HxJDqUmt_Xjb9NYBPN-0A5bMPa2qgxHj2pLTSXPo_zcrRtNf8DuEf-LA
linkProvider	Springer Nature
linkToHtml	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1Bb9MwFLbQQGKXDbpNdCvgw8Rls5TGTuKcUAVUregqREvVm-Uk9ohWpVOTTjvyN_h7_BKeXScVCHUal-QQ23He8_P7Ir_3PoTOKQt8RlVCMs0zwqIwJDxUGUl4mESJhkc2QHY2isZjPp_HX1xSWFlHu9dHknanbpLdmGGfI-BTiDm-ogSQ41MGHssE8n2dzOr9l0WeLRplUoSJIWNyqTL_HuNPd7TFmM2x6F8lRK3b6R_-34RfoAMHM3Fvsy5eoieqaKHDmsIBO4tuGdJmF-BxhAamjDc2QXkyL0rsaj2Xv378xFOTmYHzAveG5tp0wj37WXiS32OT3W7Yucr3x-hb_9P0w4A4ogWSAh6pSKylz6VkiQoij2nlKRnQBJBeVwJCSEJJ46wrA8VTuLFUB4ARMukpgEugALDwE7RXLAv1CuFYM-6nTFMNSCvjOgY8EmYxLBSa8ZSrNurW8hapq0JuyDAWoqmfbMUmQGzCik3ct9FF0-d2U4NjZ-tOrUbh7LEU1A_8CFYEp210WWtr-3jXaO826m_ebOpxf8xnPbFcXYub6rughurHe6DholiLLqXw-3r6uAm8Rc8H06uRGA3Hn8_Qvm_oh22IWwftVau1eo2epXdVXq7eWCv4DajAAR8
linkToPdf	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3PT9swFLYmNiEug_FDKwPmA-ICFmnsJM4JVUBVRFUhARU3y4ltFq1KqyZFPe7f2L-3v2R-bhIGQqCJS3KI7TjPz_Fn-b3vQ2ifssBnVCdEGa4Ii8KQ8FArkvAwiRJjH7kA2WE_Ggz43V189U8Wv4t2r48kFzkNwNKUl8cTZY6bxDcGSnTEri8EjrIosSjyIwPRINivXw_rfzGLPEcgBenCBISZqrSZl9t4ujQ94s3miPQZnahbgrqr7-_8GvpcwU_cWfjLF_RB5-totZZ2wNVMXwcx5yrwYwP1gN4bQ7CezPICVxzQxZ9fv_ENZGzgLMedC7g2lXDHfSK-zuYYst5Btas42US33fOb0x6pBBhIanFKSWIjfS4lS3QQecxoT8uAJhYBtqVFDkkoaazaMtA8tTeWmsBiByU9bWEU82Hmb6GlfJzrrwjHhnE_ZYYai8AUN7HFKaGKrQNRxVOuW6hd216kFTs5iGSMRMOr7MwmrNmEM5uYt9BhU2ey4OZ4tfROPaSimqeFoH7gR9Y7OG2ho3rkHh-_1trBwhWaNwNP91k27Ijx9F78LH8IChJA3hsFR_lMtCm129rt_-vAd7R8ddYV_YvB5Te04oMqsYt820FL5XSmd9Gn9KHMiumemxB_AV_rCgM
openUrl	ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=What+Explains+Teachers%E2%80%99+Trust+in+AI+in+Education+Across+Six+Countries%3F&rft.jtitle=International+journal+of+artificial+intelligence+in+education&rft.au=Viberg%2C+Olga&rft.au=Cukurova%2C+Mutlu&rft.au=Feldman+Maggor%2C+Yael&rft.au=Alexandron%2C+Giora&rft.date=2025-09-01&rft.issn=1560-4292&rft.volume=35&rft.issue=3&rft.spage=1288&rft_id=info:doi/10.1007%2Fs40593-024-00433-x&rft.externalDocID=oai_DiVA_org_kth_367370
thumbnail_l	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1560-4292&client=summon
thumbnail_m	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1560-4292&client=summon
thumbnail_s	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1560-4292&client=summon