External support and university faculty's AI-TPACK: a serial mediation model of perceived ease of use, perceived usefulness, and behavioral intention

A study among 593 university faculty in China investigated the relationship between external support and faculty's self-reported AI-enhanced Technological Pedagogical Content Knowledge (AI-TPACK). It leveraged the Technology Acceptance Model (TAM) to examine how perceived ease of use, perceived usefulness, and behavioral intention to use AI mediate this relationship, indicating critical factors for successful AI integration in academia.

Why it matters

The successful integration of artificial intelligence into educational practices is crucial for maintaining academic competitiveness and preparing future generations. Understanding the factors that drive faculty adoption of AI technologies, such as external support and perceived utility, enables institutions to develop effective strategies for technological advancement and pedagogical innovation.

Key insights

• The study explored the association between external support and university faculty's self-reported AI-TPACK.
• The research utilized the Technology Acceptance Model (TAM) and AI-TPACK frameworks.
• Perceived ease of use (PEOU), perceived usefulness (PU), and behavioral intention to use AI (BI) were examined as serial mediators.
• The study involved a cross-sectional survey of 593 university faculty members in China.
• Exploratory and confirmatory factor analyses, followed by structural equation modeling, were used for evaluation.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1923624