Analysis of Expectancy-Value-Cost Profiles Regarding AI-Integrated Instruction Among Pre-service Secondary Teachers: Exploring Influential Factors and Differences in Acceptance Intentions

The purpose of this study was to identify the profiles of expectancy-value-cost about AI-integrated instruction among pre-service secondary teachers, examine the predictive factors influencing profile membership, and explore differences in acceptance intention across profiles. Participants included 307 student teachers from college of education at two universities in D city and K region. Three latent profiles emerged: ‘Balanced Practitioner(66.4%)’, ‘Anxiously Implementer(27.4%)’, and ‘Disengaged Integrator(6.2%)’. Individual innovativeness, professional attitude, AI trust, teacher career preparation, and gender significantly predicted profile membership. Higher innovativeness, professional attitude, and AI trust increased the likelihood of belonging to the Balanced Practitioner profile, while lower career preparation was linked to the Disengaged Integrator profile. Females were more likely to be in the Balanced Practitioner profile. Significant differences in acceptance intention for AI-integrated instruction across three profiles were observed, with the Balanced Practitioner profile demonstrating the highest acceptance intention. Implications for designing teacher education programs to foster emotional stability and motivational readiness for AI-integrated instruction were discussed.