ע 49 מור דשן , ראובן הררי , נועה אהרוני ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה אימוץ בינה מלאכותית יוצרת ) GenAI ( לצ ו רכי הוראה בקרב מורים Teachers' professional adoption of Generative Artificial Intelligence (GenAI) Abstract In an era where generative artificial intelligence (GenAI) applications such as ChatGPT are transforming teaching and learning, teachers play a central role in integrating these technologies and guiding students toward their informed and responsible use. Understanding the factors that encourage or hinder teachers' professional adoption of GenAI is essential for promoting its pedagogical integration in education. This study examined the factors associated with teachers' professional use of GenAI applications, based on the Artificial Intelligence Device Use Acceptance Model (AIDUA; Gursoy et al., 2019). Six subscales of the model were analyzed: social influence, hedonic motivation, performance expectancy, effort expectancy, willingness to use AI, and positive emotions toward AI. The sample included 270 teachers who completed an anonymous online quantitative survey. The findings indicated significant positive correlations between professional use of GenAI and all six adoption dimensions, with hedonic motivation and willingness to use emerging as the strongest predictors. In addition, positive emotions, performance expectancy, and social influence were identified as reinforcing factors, whereas higher perceived effort was negatively related to use. Demographic variables such as age and gender were not significant, while education level was positively associated with GenAI use. The results highlight that GenAI adoption among teachers is driven primarily by emotional and experiential motivations rather than purely utilitarian considerations. These findings underscore the need for professional development programs that strengthen teachers' sense of enjoyment, self-efficacy, and confidence in integrating GenAI into their instructional practices. Keywords: Teachers; Generative Artificial Intelligence (GenAI); Artificially Intelligent Device Use Acceptance (AIDUA); AI Literacy. נועה אהרוני אוניברסיטת בר - אילן noa.aharony@biu.ac.il ראובן הררי אוניברסיטת בר - אילן aleturco1506@gmail.com v מור דשן המכללה האקדמית רמת גן אוניברסיטת בר - אילן mor.deshen@biu.ac.il Mor Deshen Ramat Gan Academic College Bar-Ilan University mor.deshen@biu.ac.il Ruben Harari Ilan University Bar- valeturco1506@gmail.com Noa Aharony Ilan University Bar- noa.aharony@biu.ac.il
RkJQdWJsaXNoZXIy Mjk0MjAwOQ==