Navigating the AI Era: A Descriptive Inquiry into Teachers’ Adaptability, Empowerment, and Technological Readiness

کد مقاله : 1016-ITEC2-FULL

نویسندگان

نسیم محرابیان * مدرس حق التدریس

چکیده مقاله

In the wake of accelerating developments in artificial intelligence (AI), teachers face unprecedented demands to adapt, be empowered, and maintain high levels of technological readiness. This descriptive inquiry explores how teachers navigate the AI era by examining three interrelated dimensions: adaptability, empowerment, and technological readiness. Drawing on survey and interview data from a diverse sample of K–12 and higher-education teachers, the study identifies patterns in how educators perceive their own capacity to change, the degree of autonomy and influence they exert in adopting AI tools, and their preparedness to integrate AI into pedagogical practice. Key findings reveal that higher adaptability correlates with greater technological self-efficacy, and that empowerment—especially in decision-making and professional development access—mediates the relationship between adaptability and AI readiness. Moreover, institutional support and training quality emerge as significant predictors of readiness. The results suggest a complex interplay among personal, organizational, and contextual factors shaping teachers’ trajectories in the AI era. Implications for policy and professional development emphasize fostering teacher voice, resilience, and continuous AI literacy initiatives. The study contributes to theoretical understanding and offers evidence-based recommendations to support educators in a rapidly evolving educational landscape.

کلیدواژه ها

AI readiness, educational innovation, teacher adaptability, teacher empowerment, technological self-efficacy

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