Exploring Pre-service EFL Teachers’ Readiness to Integrate AI: A UTAUT2 Model Analysis

Abstract

Although AI has transformed global teaching practices, limited research explores factors shaping pre-service EFL teachers’ (PSEFLTs) readiness to adopt AI. Guided by the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework, this study investigates how AI literacy, confidence, perceived relevance, and perceived benefits in teaching and education predict AI readiness. Data from 150 Iranian PSEFLTs were analyzed using PLS-SEM. Results show AI readiness is significantly influenced by AI literacy, confidence, relevance, and teaching-related benefits, while educational benefits showed no significant effect. The study underscores the need for targeted training to enhance pedagogical perceptions of AI and informs curriculum developers, educators, and policymakers in AI-integrated teacher preparation.

Keywords

artificial intelligence AI-mediated instruction pre-service teachers’ readiness teacher education structural equation model

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