Abstract. AI-assisted features in digital authoring tools are increasingly positioned as catalysts for scalable content development, yet teacher adoption depends not only on perceived value and usability but also on teachers’ capability to evaluate and use AI outputs responsibly. This mixed-methods study examined 46 in-service ICT teachers in Kosovo following a hands-on workshop using AI-assisted functionalities in Articulate Rise 360. Building on the Technology Acceptance Model (TAM) extended with AI literacy (understanding, evaluating, and responsible use). The study used the descriptive analysis and partial least squares (PLS) regression to analyze the quantitative data and thematically analyzed six open-ended items. Descriptive results indicated high perceived usefulness, perceived ease of use, positive attitudes, and strong behavioral intention to continue use. In the TAM model, perceived ease of use predicted behavioral intention and perceived usefulness predicted attitudes. In the AI literacy model, evaluation skills most strongly predicted behavioral intention, while responsible AI use most strongly predicted attitudes. Qualitative findings corroborated these relationships: teachers emphasized efficiency gains and more interactive, creative course design, while reporting concerns about output accuracy, pedagogical integrity, usability, and localization. The study clarifies which AI literacy competencies most strongly shape adoption and translates results into actionable support priorities for institutions, including evaluation-focused professional development, responsible-use guidance, and context-sensitive tool enablement.
Full citation. M. J. Almasri, A. S. Imran, K. Nuci, A. Mavroudi and A. Soylu, "Exploring Teachers’ Perspectives on AI-Assisted Authoring Tool: A TAM-Based Study," 2026 IEEE Global Engineering Education Conference (EDUCON), Cairo, Egypt, 2026, pp. 1-9, doi: 10.1109/EDUCON67543.2026.11574185.