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Drivers, pedagogical uses, and barriers of teachers’ AI adoption: Cross-national evidence from TALIS 2024
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DOI：10.1016/j.tate.2026.105595.png)
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Abstract
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• Large-scale TALIS2024 data identify key correlates of teachers’ AI adoption. • National context moderates the link between teacher perceptions and AI use. • AI supports planning in high-adoption countries, but shows no stable pattern elsewhere. • Systemic barriers explain non-adoption patterns in low-adoption countries.
Keywords:
teachers' AI adoption
pedagogical uses
systemic barriers
national context
cross-national evidence
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