Development, validation, and application of the AAIIA scale (Acceptance and Self-Efficacy for the Integration of Artificial Intelligence) in the teaching of History and Literature among secondary school teachers in Spain

  1. Delfín Ortega Sánchez 1
  2. Carlos Pérez González 1
  1. 1 Universidad de Burgos
    info
    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

    Geographic location of the organization Universidad de Burgos
Journal:
Interdisciplinary Journal of Didactics

ISSN: 3045-5413

Year of publication: 2025

Issue: 2

Pages: 41-57

Type: Article

DOI: 10.14198/IJD.28881 DIALNET GOOGLE SCHOLAR HANDLE: https://hdl.handle.net/10045/152093

Abstract

This study aims, first and foremost, to validate the psychometric properties of the scale Acceptance and Self-Efficacy for the Integration of Artificial Intelligence (AAIIA) in the Teaching of History and Literature for its application in the Spanish context. This scale, specifically designed based on technological acceptance models and standardized psychometric guidelines, represents the first instrument to address the integrated use of AI in the curricular domains of History and Literature. Secondly, the study examines potential differences in knowledge, attitudes, readiness for AI use, and perceptions of its pedagogical impact according to three sociodemographic variables of secondary education teachers: gender, educational level, and geographical origin. The results confirm the bifactorial structure of the instrument, demonstrating adequate fit indices (RMSEA = 0.043, SRMR = 0.023, CFI = 0.982, TLI = 0.980) and high internal consistency (α = .928, ω = .866), providing evidence of its reliability and validity for application among Social Sciences and Literature educators in Spain. Furthermore, the findings reveal no statistically significant differences in the sociodemographic variables analyzed, except for gender. Men teachers exhibit significantly higher scores in knowledge, attitudes, readiness, confidence in their abilities, and motivation to integrate AI into their teaching practice. However, women teachers report the highest scores in their perception of AI’s pedagogical potential, particularly in its capacity to personalize learning, support the teaching process, facilitate assessment, and foster the development of critical thinking skills.

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