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Xiang, Y., Yang, C., Jin, Z., & Zhao, W. (2025). Factors Influencing the Adoption of Generative Artificial Intelligence into Classroom Teaching by University Teachers: An Empirical Study Using SPSS PROCESS Macros. PLOS ONE, 20, e0324875.
https://doi.org/10.1371/journal.pone.0324875

has been cited by the following article:

• TITLE: Exploring Teachers’ Perspective on the Adoption of Artificial Intelligence in Education: A Meta Review

  AUTHORS: Mihail Cocosila

  KEYWORDS: Artificial Intelligence, Technology Adoption, Education, Teachers, Meta Review

  JOURNAL NAME: Creative Education, Vol.17 No.4, April 29, 2026

  ABSTRACT: This article reports on an investigation of teachers’ views regarding the adoption of Artificial Intelligence (AI) in education. AI has a complex and multisided impact on all major stakeholders in this sector of human activity. As adoption and success of any information technology (IT) are critically dependent on the favorable potential users’ view of that IT, the goal of this study is to understand the key factors of adoption of AI in education from the teachers’ perspective by using the rigorous lens of the Unified Theory of Acceptance and Use of Technology (UTAUT). The investigation was conducted as a meta review of empirical studies exploring the use of AI tools by educators and published between January 2024 and March 2026. The analysis of the 20 studies meeting the criteria of this meta review showed that the main reasons for adopting AI in education by teachers are the perception of usefulness (85% of the cases), followed by the perception of ease of use and the perception of appropriate organizational support (55% of the cases each). Experience due to prior exposure to technology has been identified as the single most significant moderator (in 50% of the investigations). This study captured a snapshot of the use of the very dynamic AI tools in education, and further empirical research is expected to confirm and enrich its findings.