Exploring Artificial Intelligence Anxiety Among Basic School Teachers in Ghana

As artificial intelligence (AI) is transforming global education, it is crucial to understand the psychological barriers to its integration, given the low adoption rate among teachers. This study explores AI anxiety, as conceptualised through the Technophobia Framework, among basic school teachers in Ghana. A descriptive cross-sectional design was employed to collect data from 319 participants, with the sample size determined by an a priori power analysis. Confirmatory factor analysis (CFA) validated a four-dimensional scale measuring AI learning, job replacement, sociotechnical blindness, and configuration anxiety, demonstrating high reliability (α = .942; ω = .969). The descriptive statistics revealed moderate overall AI anxiety, while a one-way MANOVA identified a significant gender difference in sociotechnical blindness anxiety specifically, with male teachers reporting higher levels of anxiety. These findings emphasise the need for targeted professional development and gender-sensitive support strategies to address AI-related concerns and facilitate the successful integration of technology into Ghana’s educational landscape.