Exploring the Factors Influencing of Teachers’ Acceptance of Artificial Intelligence in Higher Education English Teaching

This research explores the factors influencing English teachers' acceptance of artificial intelligence (AI) in higher education English teaching, extending the Technology Acceptance Model (TAM) to include digital literacy and self-efficacy of teachers. Data from 482 Chinese higher education English teachers were analyzed using Structural Equation Modeling (SEM) with SmartPLS. The results indicate that teachers' digital literacy significantly enhances AI acceptance, along with both perceived ease of use and perceived usefulness. These perceptions further boost teachers' self-efficacy in using AI, thereby promoting broader AI acceptance. The findings highlight the critical roles of teachers' digital literacy and self-efficacy in facilitating integration of AI into higher education English teaching.