The rapid diffusion of generative artificial intelligence (AI) in education necessitates a deeper understanding of teachers’ competencies and readiness to integrate AI into instructional practice. This study examined how English language teachers’ AI literacy and Intelligence Technological Pedagogical Content Knowledge (Intelligent TPACK) influence their acceptance of AI for pedagogical use. A quantitative, cross-sectional survey design was employed with 360 in-service K–12 English language teachers in the Awi Administration Zone of the Amhara Region, Ethiopia. Validated scales were used to assess AI literacy, Intelligent TPACK, perceived ease of use (PEOU), perceived usefulness PU, and AI acceptance. Structural equation modeling results indicated that AI literacy significantly predicted Intelligent TPACK, PEOU, and AI acceptance, while its effect on PU was weak. Intelligent TPACK positively influenced PEOU, PU, and AI acceptance, confirming its pivotal mediating role in AI integration. PU emerged as the strongest determinant of AI acceptance, whereas the direct path from PEOU to acceptance was non-significant. The findings indicate that teachers’ acceptance of AI is mainly influenced by AI literacy, Intelligent TPACK, and perceived usefulness rather than ease of use. The study underscores the importance of AI literacy initiatives and professional development focused on Intelligent TPACK and AI-supported pedagogy.
Birhanu et al. (Mon,) studied this question.