Cross-cultural perspectives on AI adoption in teacher education: a comparative study of pre-service teachers in Turkey and the United Arab Emirates

This study investigates the factors influencing the adoption and utilization of Artificial Intelligence (AI) in pre-service teacher education in Turkey and the United Arab Emirates (UAE). Employing the GETAMEL as the theoretical framework, the research aims to understand the behavioral intentions of pre-service teachers towards using AI in educational contexts. The research engaged a total of 846 pre-service teachers, comprising 406 participants from Turkey and 440 from the UAE, to provide a comparative analysis of AI technology acceptance and integration within these distinct cultural environments. Findings indicate significant differences and similarities in the factors influencing AI adoption between the two countries. In both contexts, subjective norm, experience, and self-efficacy emerge as crucial determinants of perceived usefulness and ease of use of AI technologies. The research underscores the critical role of cultural and contextual nuances in shaping technology adoption decisions in educational settings. The comparative analysis offers a blueprint for tailoring AI educational strategies to diverse cultural contexts, contributing to the academic discourse on technology acceptance and integration in the field of teacher education.