Teachers’ adoption of ChatGPT as a supportive tool for lesson planning
DOI:
https://doi.org/10.32674/jn21p669Keywords:
ChatGPT, teachers’ adoption, diverse teaching contexts, lesson planning, international support, TAM, UTAUTAbstract
AI tools such as ChatGPT have attracted increased interest from educators in diverse teaching settings. Based on the theoretical frameworks of TAM and UTAUT, this study explores the factors influencing the adoption of ChatGPT as a supportive tool for lesson planning and examines how they interact across various teaching contexts. A quantitative study using PLS-SEM was conducted to examine the effects of perceived usefulness, perceived ease of use, and social influence on teachers' intention to use ChatGPT in lesson planning. Data collected from 284 Vietnamese teachers, including both English-speaking and non-English-speaking teachers, revealed that all the factors directly and positively affected the behavioral intention to use ChatGPT and indirectly predicted actual long-term use. This study provides practical implications from the context of the Global South, such as Vietnam, emphasizing the need for international support and international collaboration to enhance not only the usefulness of ChatGPT for lesson planning but also teacher education and technology integration.
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