Title: Design and validation of a multidimensional scale for assessing teachers' perceptions toward artificial intelligence in education

Authors: Héctor Galindo-Domínguez; Martín Sainz de La Maza; Lucía Campo; Daniel Losada Iglesias

Addresses: Department of Didactics and School Organisation, University of the Basque Country, Juan Ibáñez de Santo Domingo Street, 1, 01006, Vitoria-Gasteiz, Spain ' Department of Developmental and Educational Psychology, University of the Basque Country, Juan Ibáñez de Santo Domingo Street, 1, 01006, Vitoria-Gasteiz, Spain ' Department of Didactics and School Organisation, University of the Basque Country, Juan Ibáñez de Santo Domingo Street, 1, 01006, Vitoria-Gasteiz, Spain ' Department of Didactics and School Organisation, University of the Basque Country, Tolosa Hiribidea, 70, 20018 Donostia-San Sebastián, Spain

Abstract: Artificial intelligence (AI) is a technology that has gained popularity in the educational field. In this regard, understanding teachers' attitudes toward this technology is crucial for more efficient future implementations. However, the instruments and studies analysing teachers' perceptions toward AI are excessively scarce. The aim of this study was to design and validate a scale to measure teachers' perceptions toward AI. A total of 445 teachers from primary, secondary, and higher education participated in the study. The final scale consisted of a total of 25 items divided into four dimensions (willingness to use AI, attitude toward AI, professional expectations toward AI, and personal experiences with AI), demonstrating excellent validity and reliability indices. Likewise, it was observed that teachers scored moderately high in the willingness to use AI dimension, but moderately low in the personal experiences with AI dimension; and, that differences in the dimensions based on educational stage were scarce.

Keywords: artificial intelligence; AI; teacher attitudes; teacher behaviour; assessment; questionnaire.

DOI: 10.1504/IJLT.2025.149272

International Journal of Learning Technology, 2025 Vol.20 No.3, pp.294 - 315

Received: 17 Sep 2023
Accepted: 26 Dec 2023
Published online: 22 Oct 2025 *

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