Bridging Perceptions through Relationship: Attitudes Towards Generative AI in Thailand’s International Schools
Keywords:
Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Educational Compatibility (EC), Social Influence (SI)Abstract
This study examined perceptions and attitudes towards generative artificial intelligence among teachers and students in international schools in Thailand, addressing two primary objectives: (1) to explore perceptions and attitudes, and (2) to analyze relationships among key variables influencing AI acceptance. Using a quantitative methodology, self-administered online surveys comprising 36–37 items targeting core constructs were distributed to both groups. A total of 74 teachers and 112 students participated, yielding response rates of 96.10% and 92.56%, respectively. The research instrument demonstrated high reliability, with Cronbach’s α = .92. For the first objective, descriptive statistics indicated generally positive attitudes towards generative artificial intelligence. Teachers emphasized its potential to enhance learning efficiency, while students expressed greater confidence in its capacity to support learning outcomes. Notably, students reported higher scores for Perceived Ease of Use (PEOU) compared to teachers. Regarding the second objective, Pearson’s product-moment correlation revealed that Social Influence was the strongest predictor of Behavioral Intention (BI) (r = 0.699**), followed by Attitude (r = 0.678**) and Educational Compatibility (r = 0.663**). Perceived Usefulness (PU) and PEOU exhibited moderate correlations with BI (r = 0.509** and r = 0.500**, respectively). A strong relationship between PU and PEOU (r = 0.702**) highlighted their interdependence. These findings underscore the crucial roles of social influence, individual attitudes, and educational compatibility in promoting AI adoption within educational contexts, offering valuable insights for the integration of generative AI into international school curricula in Thailand.
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