Prioritizing the Factors Influencing Teachers’ Insight Transformation Toward Online and AI-Based Education
Keywords:
Artificial intelligence, online education, teachers’ insight, fuzzy Delphi, technological literacyAbstract
This study aimed to identify and prioritize the factors influencing teachers’ insight transformation toward online and AI-based instruction to develop a comprehensive model for professional empowerment. The research employed an applied, descriptive–survey design using a mixed-method exploratory sequential approach. In the qualitative phase, semi-structured interviews were conducted with 11 educational experts, and data were analyzed through Braun and Clarke’s thematic analysis using MAXQDA software. In the quantitative phase, the Fuzzy Delphi method was used to validate and prioritize indicators. The quantitative population comprised 456 elementary school teachers in Mazandaran Province, from which 210 were selected through stratified random sampling. Data were analyzed using SPSS 26, SmartPLS 3, and Excel 23. The analysis identified ten main dimensions influencing teachers’ AI-related insight: online professional learning context, affective dimension, collaborative orientation, managerial support, curriculum alignment, online content knowledge, content design ability, content application skills, professional AI-based training, and online learning effectiveness. The highest fuzzy mean scores were associated with cognitive engagement, continuous learning, and professional collaboration. Teachers’ insight transformation toward AI-based education is a multidimensional process shaped by technological literacy, self-efficacy, emotional factors, and organizational support. Strengthening this insight requires continuous professional development programs and institutional commitment to fostering AI-driven educational competencies.
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Copyright (c) 2025 Reyhaneh Bazrafshan Delijan (Author); Mohammad Ghafari Mejlej (Corresponding author); Seyyed javad Mortazavi Amiri (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
