Pre-Service Teachers' Behavioral Intention for AI-Integrated Instruction: A Path Analysis of the Theory of Motivation-Opportunity-Ability (MOA)

The advancement of artificial intelligence has presented teachers with unprecedented changes in their teaching practice, necessitating teachers proactively adapt to AI and be prepared to conduct AI-integrated instruction. Therefore, based on MOA (motivation-opportunity-ability) theory, this study investigated pre-service teachers' self-reported intention for AI-integrated instruction. For the direct effect, we confirmed that both intrinsic and extrinsic motivation positively influenced preservice teachers' behavioral intention for AI-integrated instruction. Also, we found motivation (intrinsic and extrinsic motivation) mediated the relation of facilitating conditions and perceived self-efficacy. The proposed framework will offer an approach for educators to design effective teacher-training curriculums based on the related factors of the behavioral intention for AI-integrated instruction.