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Effects of Technology Perceptions, Teacher Beliefs, and AI Literacy on AI Technology Adoption in Sustainable Mathematics Education

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  • Tianqi Lin

    (School of Mathematical Sciences, East China Normal University, Shanghai 200241, China
    Shanghai Key Laboratory of Pure Mathematics and Mathematical Practice, Shanghai 200241, China)

  • Jianyang Zhang

    (Faculty of Arts, University of Auckland, Auckland 1010, New Zealand)

  • Bin Xiong

    (School of Mathematical Sciences, East China Normal University, Shanghai 200241, China
    Shanghai Key Laboratory of Pure Mathematics and Mathematical Practice, Shanghai 200241, China)

Abstract

Artificial intelligence has significantly transformed educational practices across disciplines. This study investigated the cognitive–behavioral mechanisms underpinning mathematics teachers’ engagement with AI teaching tools through an extended technology acceptance model. Utilizing structural equation modeling with data from 500 mathematics educators, we delineated psychological pathways connecting perceptual variables to technology engagement and pedagogical outcomes. Results revealed that perceived usefulness functioned as the primary determinant of AI engagement, while perceived ease of use operated exclusively through sequential mediational pathways, challenging conventional technology acceptance paradigms. Domain-specific factors, such as teacher AI literacy and mathematics teaching beliefs, emerged as significant mediators that conditioned technology-related behavioral responses. The mediators in this study illustrated differential attitudinal mechanisms through which perceptual variables transformed into engagement behaviors. These findings extended technology acceptance theories in educational contexts by demonstrating how domain-specific cognitive structures modulated perception–behavior relationships in professional technology adoption in mathematics education.

Suggested Citation

  • Tianqi Lin & Jianyang Zhang & Bin Xiong, 2025. "Effects of Technology Perceptions, Teacher Beliefs, and AI Literacy on AI Technology Adoption in Sustainable Mathematics Education," Sustainability, MDPI, vol. 17(8), pages 1-35, April.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:8:p:3698-:d:1638042
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    1. Maryam Jameelah Mohd Hashim & Mohd Rahim Khamis & Idris Osman, 2025. "Impact of Perceived Usefulness and Ease of Use on Behavioural Intention to Use Excel Templates in Education: The Mediating Role of Attitude," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(8), pages 6495-6506, August.
    2. Young Mee Jung & Hyeon Jo, 2025. "Understanding Continuance Intention of Generative AI in Education: An ECM-Based Study for Sustainable Learning Engagement," Sustainability, MDPI, vol. 17(13), pages 1-21, July.
    3. Brian S. Bantugan & Weiwei Chen & Ye Luo & Na Xu & Wenxuan Zheng, 2025. "Deliberating Artificial Intelligence (AI) Use in Teaching in Universities in China," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(9), pages 8097-8112, September.
    4. repec:bcp:journl:v:9:y:2025:i:24:p:985-989 is not listed on IDEAS

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