ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1568306
This article is part of the Research TopicRedefining Learning in the Digital Age: Pedagogical Strategies and OutcomesView all 10 articles
Teachers' Preparedness for the Utilization of Artificial Intelligence in Classroom Assessment: The Contributory Effects of Attitude Toward Technology, Technological Readiness, and Pedagogical Beliefs with Perceived Ease of Use and Perceived Usefulness as Mediators
Provisionally accepted
Usani Joseph Ofem1*
Faith Sylvester Orim2Imelda Barong Edam-Agbor2Eme Orok Iban Amanso2Eni Eni2James Omaji Ukatu1Sylvia Victor Ovat2Anastecia William Osang2Constance Dien2Cyril Bisong Abuo2- 1Alex Ekwueme Federal University, Ndufu- Alike, Ndufu-Alike, Nigeria
- 2University of Calabar, Calabar, Cross River, Nigeria
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The adoption of Artificial Intelligence (AI) in classroom assessment is widely acknowledged as a game-changer for improving educational outcomes. Despite this, there is a limited body of research addressing the readiness of teachers to implement these technologies. This study bridges that gap by investigating how attitude toward technology, technological readiness, and pedagogical beliefs contribute to teachers' preparedness, with perceived ease of use and perceived usefulness serving as mediating factors. Data were gathered through a crosssectional survey involving 3,781 respondents from various institutions. Rigorous quantitative validation confirmed the reliability of the findings. The results indicate that both perceived ease of use and perceived usefulness significantly influence teachers' willingness to adopt Artificial intelligence, with pedagogical beliefs and technological readiness being particularly influential. Notably, attitude toward technology was found to have a direct impact on perceived ease of use, while pedagogical beliefs and technological readiness affected both perceived ease of use and perceived usefulness. Furthermore, perceived ease of use acted as a mediator between attitude toward technology and preparedness, while perceived usefulness mediated the link between technological readiness and preparedness. The study concludes with a discussion of the findings' implications and provides actionable recommendations for fostering AI adoption in classroom assessment practices.
Keywords: Artificial intelligence (AI), classroom assessment, Attitude toward technology, Technological readiness, pedagogical beliefs, Perceived Ease of Use and Perceived Usefulness
Received: 29 Jan 2025; Accepted: 31 Jul 2025.
Copyright: © 2025 Ofem, Orim, Edam-Agbor, Amanso, Eni, Ukatu, Ovat, Osang, Dien and Abuo. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Usani Joseph Ofem, Alex Ekwueme Federal University, Ndufu- Alike, Ndufu-Alike, Nigeria
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