Predictive Modeling of Key Determinants: An Empirical Analysis of Educators’ Adoption of Generative AI and Machine Learning Systems

Abstract

The use of generative artificial intelligence (GenAI) tools like ChatGPT and DALL-E is growing rapidly in education. These tools have the potential to change the way teachers teach, and students learn. This study looks at how educators feel about using GenAI in their classrooms and whether they are willing to adopt it. It focuses on key factors like usefulness, ease of use, ethical concerns, and the support provided by institutions. A survey of 327 educators from schools, colleges, and universities was conducted to understand their views. The results show that most teachers believe GenAI can improve teaching and learning, and many are open to using these tools in their classrooms. However, some serious concerns about fairness (bias) and data privacy were also raised. The study finds that institutional support and training programs are very important for teachers to accept and use GenAI, while factors like age and job position did not have much effect on their decision. The analysis also shows that the factors studied in this research only explain a small part of why teachers choose to use GenAI, meaning more research is needed. This study adds to the knowledge on AI in education and provides useful insights for policymakers, teachers, and AI developers. Future research should focus on how GenAI affects education over a longer period, how professional training can address ethical concerns, and how different personal factors influence GenAI adoption.

Keywords: Generative AI, educators, ChatGPT, DALL-E, educational technology, ethical concerns