New technology, old patterns? Motivational factors and gender differences in higher education teachers’ intention to use AI

This paper examines the motivational aspects and gender-related differences in the use of artificial intelligence (AI) among Austrian higher education teachers. In line with previous findings, the analysis of 1,767 self-reports shows that the perceived value of AI and expectations for success in interacting with AI are key predictors of the intention to use AI. Female teachers expressed less confidence in their ability to use AI than their male counterparts. In addition, whereas female teachers’ subjective feelings of confidence using AI were more related to the perceived didactical support, the confidence levels of male teachers were more related to perceived technical support.