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The interplay between teachers’ trust in artificial intelligence and digital competence

2024-12Artigo científico Acesso aberto
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dc.contributor.authorLucas, Margarida
dc.contributor.authorZhang, Yidi
dc.contributor.authorBem-haja, Pedro
dc.contributor.authorVicente, Paulo Nuno
dc.contributor.institutionDepartamento de Ciências da Comunicação (DCC)
dc.contributor.institutionInstituto de Comunicação da NOVA (ICNOVA)
dc.contributor.pblSpringer
dc.date.accessioned2025-01-14T21:24:27Z
dc.date.available2025-01-14T21:24:27Z
dc.date.issued2024-12
dc.descriptionUIDB/05021/2020 UIDP/05021/2020 UIDB/00194/2020 2021.03379.CEECIND, 2022.14365.BD
dc.description.abstractThis study examines the relation between K-12 teachers’ trust in artificial intelligence (TAI), their knowledge of AI (KAI), and their digital competence (DC). It further examines the relation between TAI and age, sex, teaching experience and International Standard Classification of Education (ISCED) levels. The study employed a comprehensive and validated instrument and used a sample of 211 primary and secondary school teachers. The results show that there is a significant positive relation between all three variables and that KAI is a robust and substantial predictor of TAI. In the absence of KAI, the significant relation between DC and TAI ceases to exist. In addition, teachers with different levels of DC do not show significant differences in their attitudes towards AI. Results further show that TAI is independent of age, sex, teaching experience and ISCED level in this sample of teachers. The study contributes valuable insights into the complex interplay between teachers’ TAI, their KAI, and their DC, providing practical implications for policy, teacher preparation and professional development in the rapidly evolving landscape of AI integration in education.en
dc.description.versionpublishersversion
dc.description.versionpublished
dc.format.extent20
dc.format.extent1051038
dc.identifier.doi10.1007/s10639-024-12772-2
dc.identifier.issn1360-2357
dc.identifier.otherPURE: 106515262
dc.identifier.otherPURE UUID: 67298db0-4730-441e-b2f5-6822d4af8373
dc.identifier.otherScopus: 85193591877
dc.identifier.otherORCID: /0000-0002-1952-6016/work/175747469
dc.identifier.urihttp://hdl.handle.net/10362/177446
dc.identifier.urlhttps://www.scopus.com/pages/publications/85193591877
dc.identifier.urlhttps://link.springer.com/article/10.1007/s10639-024-12772-2
dc.language.isoeng
dc.peerreviewedyes
dc.relationinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F05021%2F2020/PT
dc.relationNOVA Institute of Communication
dc.relationNOVA Institute of Communication
dc.subjectDigCompEdu
dc.subjectMachine learning
dc.subjectNetwork analysis
dc.subjectPrimary and secondary education
dc.subjectProfessional development
dc.subjectEducation
dc.subjectLibrary and Information Sciences
dc.titleThe interplay between teachers’ trust in artificial intelligence and digital competenceen
dc.typejournal article
degois.publication.firstPage22991
degois.publication.issue17
degois.publication.lastPage23010
degois.publication.titleEducation and Information Technologies
degois.publication.volume29
dspace.entity.typePublication
oaire.awardNumberUIDB/05021/2020
oaire.awardNumberUIDP/05021/2020
oaire.awardTitleNOVA Institute of Communication
oaire.awardTitleNOVA Institute of Communication
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F05021%2F2020/PT
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP%2F05021%2F2020/PT
oaire.fundingStream6817 - DCRRNI ID
oaire.fundingStream6817 - DCRRNI ID
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccess
relation.isProjectOfPublication644a17ef-9379-4935-b15f-e1f0f30f3a09
relation.isProjectOfPublication0b5e5093-06ac-4c4e-8679-f447a078f103
relation.isProjectOfPublication.latestForDiscovery644a17ef-9379-4935-b15f-e1f0f30f3a09

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