The role of academic self-efficacy in pre-service mathematics and science teachers' use of generative artificial intelligence tools

Generative Artificial Intelligence (GenAI) has emerged as a transformative technology in recent years, fundamentally reshaping traditional pedagogical approaches and educational environments. The objective of this study was to investigate the adoption of AI tools by pre-service mathematics and science teachers in their learning processes, as well as to assess the influence of academic self-efficacy (ASE) on this adoption, framed through the Technology Acceptance Model (TAM). Specifically, this research evaluated the effect of ASE on the acceptance of AI technologies by pre-service mathematics and science teachers and their intentions to utilize these technologies in the future. Data were collected from a sample of 146 pre-service mathematics and 91 pre-service science teachers (N=237) at an educational faculty in a university located in Western Türkiye during the spring semester of 2024. The data collection employed two distinct instruments: the first instrument comprised items from the Academic Self-Efficacy Scale to assess levels of academic self-efficacy, while the second instrument included items adapted from the TAM, TAM2 (Technology Acceptance Model), and UTAUT (Unified Theory of Acceptance and Use of Technology) frameworks. The results of hypothesis testing indicated that pre-service teachers with elevated levels of ASE had a more favorable perception of the usefulness and ease of use of GenAI tools, which in turn positively influenced their intention to adopt AI-based technologies. Furthermore, the study revealed that perceived usefulness and ease of use significantly shaped pre-service teachers' attitudes and behavioral intentions toward AI. When pre-service teachers recognize GenAI as a beneficial learning resource and find it user-friendly, their willingness to engage with it increases. This study posits that ASE is a critical factor in the acceptance of GenAI-based tools among pre-service mathematics and science teachers, thereby affirming the TAM as a relevant and effective model for examining pre-service teachers' potential engagement with AI in educational contexts.