Abstract
The use of artificial intelligence (AI) is growing and requires greater attention in the field of education, particularly in developing nations. In these situations, the teachers' contributions to the classroom—their advanced and in-depth understanding of AI—are crucial. AI learning and teaching will lead to the development of more advanced educational systems that keep up with the times. Finding the factors that ultimately influence attitudes toward AI and, eventually, adoption of AI through the teaching and learning process is the goal of this study. While attitude toward AI acts as a mediator, AI readiness as a moderator, and actual learning and teaching of AI as an endogenous construct, exogenous constructs include self-transcendent goals, subjective norms, personal relevance, and confidence in AI. Based on the random sample procedure, 272 respondents from Bangladesh participated in the quantitative study. SMART PLS-4 software is used to apply Partial Least Square Equation Modeling (PLS-SEM) for data analysis and hypothesis verification. According to the findings, personal relevance, subjective norms and self- transcendent goals have a significant impact on attitudes towards AI, and attitudes toward AI have a significant and positive impact on actual teaching and learning of AI. The endogenous constructs are unaffected by AI readiness as a moderator. Finally, the results offer valuable insights for improving AI-based educational institutions.
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