Teachers’ Perceptions and Intentions toward AI Integration in Education: Insights from the UTAUT Model

Abstract

Abstract
The integration of artificial intelligence (AI) into education is rapidly influencing teaching and learning practices worldwide. Yet, the perspectives of minority educators—particularly Arab teachers in Israel—remain underexplored. This study investigates Arab teachers’ perceptions toward AI integration in education and identifies key predictors of their behavioral intention to adopt such tools, using the Unified Theory of Acceptance and Use of Technology (UTAUT) as a guiding framework. A mixed-methods approach was employed, involving (N= 100) Arab teachers from elementary, middle, and high schools in Israel. Quantitative data were collected through an online survey measuring five UTAUT constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioral intention. Qualitative data were gathered through open-ended question to enrich the analysis. The overall perception of AI integration was positive, with the highest score observed for behavioral intention, indicating a strong willingness among teachers to adopt AI tools. Performance expectancy followed closely reflecting confidence in AI’s potential to enhance instructional quality and learning outcomes. Effort expectancy received a moderate, suggesting that while teachers view AI tools as generally accessible, some challenges remain. Social influence scored slightly lower pointing to mixed perceptions of support from colleagues and institutions. Facilitating conditions received the lowest rating highlighting concerns about inadequate infrastructure, resources, and training. Regression analysis revealed that performance expectancy and facilitating conditions were significant predictors of behavioral intention to use AI, underscoring the importance of both perceived usefulness and the availability of supportive environments in influencing teachers’ readiness to integrate AI into their practice. This study highlights that while Arab teachers in Israel exhibit motivation and openness toward adopting AI in education, sustainable implementation requires targeted investment in infrastructure, culturally responsive AI tools, and systemic support mechanisms. These insights contribute to the discourse on inclusive and equitable technology integration in education, particularly within underrepresented communities.