Two-wave survey reveals key drivers of AI chatbot adoption among vocational educators, highlighting the pivotal role of AI literacy over traditional performance expectancy.
Key Points
To identify the key determinants influencing educators' adoption of AI-supported chatbots for professional performance in vocational and tertiary education contexts.
Analyzed two-wave survey data collected from 535 educators across Chinese higher vocational and professional tertiary education institutions.
Evaluated the structural relationships among Unified Theory of Acceptance and Use of Technology (UTAUT) constructs, AI literacy, attitudes, intentions, and adoption behavior.
Perceived usefulness, effort expectancy, AI literacy, and social influence significantly enhanced educators' attitudes and intentions, directly driving chatbot adoption behavior.
Attitude and behavioral intention functioned as key mediators in translating cognitive and social determinants into actual adoption.
Performance expectancy and facilitating conditions showed only limited impacts on chatbot adoption, challenging classical UTAUT model assumptions in digital education.