Investigating Secondary School Teachers' Acceptance of Artificial Intelligence in Education in Trinidad and Tobago: A UWI St Augustine Cross-Sectional Study

This cross-sectional survey study explores the factors influencing in-service secondary school teachers' acceptance and use of Artificial Intelligence (AI) in education following a Post-graduate Diploma program at The University of the West Indies (UWI). AI, as a rapidly evolving technology, offers transformative potential for enhancing teaching and learning processes. However, its successful integration hinges on educators' willingness to adopt and effectively utilize AI tools. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework, this study examines the impact of Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions on teachers' behavioral intentions to use AI, while also exploring the effects of demographic factors such as gender, age, and school type. Data from 135 teachers underwent Exploratory Factor Analysis (EFA) and regression analysis, revealing that Performance Expectancy, Effort Expectancy, and Facilitating Conditions significantly influenced adoption intentions. These findings highlight key areas for targeted training and policy development to support AI integration in Trinidad & Tobago's educational system, providing a foundation for future strategies aimed at promoting the effective adoption of AI in education.