Will Teacher-AI Collaboration Enhance Teaching Engagement?
Against the backdrop of the widespread integration of Artificial Intelligence (AI) into educational practices, collaboration between teachers and AI is profoundly influencing teaching behavior. Drawing on the Conservation of Resources Theory, this study constructs and tests a model examining the imp...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-06-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/15/7/866 |
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| author | Lai-Jian Ding Jia-Min Li Bei-He Hui |
| author_facet | Lai-Jian Ding Jia-Min Li Bei-He Hui |
| author_sort | Lai-Jian Ding |
| collection | DOAJ |
| description | Against the backdrop of the widespread integration of Artificial Intelligence (AI) into educational practices, collaboration between teachers and AI is profoundly influencing teaching behavior. Drawing on the Conservation of Resources Theory, this study constructs and tests a model examining the impact of teacher-AI collaboration on teaching engagement, with a focus on the mediating role of technological self-efficacy and the moderating role of perceived organizational support. Based on empirical data collected through a survey in China, the results reveal that teacher-AI collaboration significantly and positively predicts teaching engagement. Furthermore, technological self-efficacy mediates this relationship, suggesting that AI collaboration enhances teaching engagement by boosting teachers’ confidence in using technology. In addition, perceived organizational support positively moderates the effect of teacher-AI collaboration on technological self-efficacy, forming a moderated mediation model. This research enriches the understanding of teacher behavior in the context of AI integration and offers practical implications for educational institutions seeking to optimize AI adoption strategies and enhance teacher motivation. |
| format | Article |
| id | doaj-art-c4c6fd79ef0c40d2930b054810bd1b8f |
| institution | Matheson Library |
| issn | 2076-328X |
| language | English |
| publishDate | 2025-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj-art-c4c6fd79ef0c40d2930b054810bd1b8f2025-07-25T13:14:15ZengMDPI AGBehavioral Sciences2076-328X2025-06-0115786610.3390/bs15070866Will Teacher-AI Collaboration Enhance Teaching Engagement?Lai-Jian Ding0Jia-Min Li1Bei-He Hui2Department of Physical Education, Zhejiang Sci-Tech University, Hangzhou 310018, ChinaSchool of Business Administration, Northeastern University, Shenyang 110819, ChinaDepartment of Physical Education, Zhejiang Sci-Tech University, Hangzhou 310018, ChinaAgainst the backdrop of the widespread integration of Artificial Intelligence (AI) into educational practices, collaboration between teachers and AI is profoundly influencing teaching behavior. Drawing on the Conservation of Resources Theory, this study constructs and tests a model examining the impact of teacher-AI collaboration on teaching engagement, with a focus on the mediating role of technological self-efficacy and the moderating role of perceived organizational support. Based on empirical data collected through a survey in China, the results reveal that teacher-AI collaboration significantly and positively predicts teaching engagement. Furthermore, technological self-efficacy mediates this relationship, suggesting that AI collaboration enhances teaching engagement by boosting teachers’ confidence in using technology. In addition, perceived organizational support positively moderates the effect of teacher-AI collaboration on technological self-efficacy, forming a moderated mediation model. This research enriches the understanding of teacher behavior in the context of AI integration and offers practical implications for educational institutions seeking to optimize AI adoption strategies and enhance teacher motivation.https://www.mdpi.com/2076-328X/15/7/866teacher-AI collaborationteaching engagementtechnological self-efficacyperceived organizational supportconservation of resources theory |
| spellingShingle | Lai-Jian Ding Jia-Min Li Bei-He Hui Will Teacher-AI Collaboration Enhance Teaching Engagement? Behavioral Sciences teacher-AI collaboration teaching engagement technological self-efficacy perceived organizational support conservation of resources theory |
| title | Will Teacher-AI Collaboration Enhance Teaching Engagement? |
| title_full | Will Teacher-AI Collaboration Enhance Teaching Engagement? |
| title_fullStr | Will Teacher-AI Collaboration Enhance Teaching Engagement? |
| title_full_unstemmed | Will Teacher-AI Collaboration Enhance Teaching Engagement? |
| title_short | Will Teacher-AI Collaboration Enhance Teaching Engagement? |
| title_sort | will teacher ai collaboration enhance teaching engagement |
| topic | teacher-AI collaboration teaching engagement technological self-efficacy perceived organizational support conservation of resources theory |
| url | https://www.mdpi.com/2076-328X/15/7/866 |
| work_keys_str_mv | AT laijianding willteacheraicollaborationenhanceteachingengagement AT jiaminli willteacheraicollaborationenhanceteachingengagement AT beihehui willteacheraicollaborationenhanceteachingengagement |