Research Summary: Empowering teachers to use AI for differentiation: changes in teachers’ acceptance of AI-based technologies following participation in a short professional development training session

A recent study examined the impact of a short professional development training session, INSIGHT, on educators' acceptance of AI-based technologies, particularly Large Language Models (LLMs), for implementing differentiated instruction in diverse classrooms. The research focused on pre- to post-training changes in social acceptance, acknowledging that successful technology integration depends significantly on this factor. The study is a pilot pre-post evaluation.

Why it matters

This study highlights the critical role of human acceptance in the adoption of emerging technologies like AI within professional domains. Understanding how to foster positive perceptions and acceptance among end-users, such as educators, is vital for successful strategic implementation and return on investment in technology initiatives.

Key insights

• AI-based technologies, including LLMs, are considered potential tools for supporting teachers in differentiating instruction.
• Teacher social acceptance is crucial for the successful integration of AI technologies in educational settings.
• The INSIGHT program was a short professional development training session focused on AI-based technologies, specifically LLMs, for use in schools.
• The study conducted a pilot pre-post evaluation of the INSIGHT training.
• The research examined changes in teachers' social acceptance of AI-based technologies for differentiation following participation in the training.
• The study utilized the Technology Acceptance Model (TAM) as its theoretical framework.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1875856