The Effect of AI on Teacher Identity

Identifier:  TFM:1710

Handle: https://hdl.handle.net/20.500.11797/TFM1710

Authors:  Kabadayı,Burcu

Abstract:
This thesis investigates the multidimensional impact of artificial intelligence (AI) on teacher identity within higher education. The research is grounded in the Technology Acceptance Model (TAM), providing a framework to analyze the impact of adoption of AI technologies by teachers. Conducting a mixed-methods analysis and focusing on 52 educators at TOBB University of Economics and Technology in Ankara, Turkey, the study explores the impact of AI integration on teacher identity, relationship between AI familiarity and teachers' perception of their professional identity, AI technologies and their ease of use or usefulness dynamics, and relationship between teachers’ demographic characteristics and their attitudes towards AI. The results suggest a positive relationship between the integration of AI and its impact on teachers' professional identity. A strong positive correlation was observed between AI familiarity and teachers' perception of the positive impact of AI on their professional identity, indicating that increased familiarity with AI enhances teachers' sense of its beneficial effects. Perceived usefulness of AI technologies significantly predicts teachers' attitudes towards AI adoption, whereas perceived ease of use does not show a significant impact. This underscores the importance of perceived usefulness in shaping positive attitudes towards AI. Among the demographic factors examined, younger age is associated with more positive attitudes towards AI, while digital competence, gender, education level, and teaching experience do not show significant predictive power. This study highlights AI's potential to challenge traditional teaching practices and its influence on teachers' motivation and dedication.