Does perceived risk of AI matter? Teachers’ AI literacy and institutional support: perspective from self-determination theory

Abstract

Artificial Intelligence (AI), based on neural networks, has been incorporated into higher education curricula in the past few years. It consists of natural language processing, machine learning, and robotics. Students in the higher education sector have been starting to use AI in their learning. However, some teachers still need to be convinced to use AI tools. Hence, teachers’ AI ability have to be improved. This study examines the role of institutional support in developing teachers’ AI literacy from the self-determination theory perspective. A cross-sectional survey was conducted in August and September 2024 from 123 teachers of a self-finance institution in Hong Kong. It was found that perceived autonomy, and perceived competence were associated with AI literacy. Perceived risk of AI negatively influenced AI acceptance and countered balanced by AI literacy, which was positive associated AI acceptance. AI literacy was associated with the intention to use AI in the teaching practice. AI acceptance partially mediates the relationship between AI literacy and the intention to use AI in teaching. Our paper contributes to the existing literature on how to develop teachers’ AI literacy in higher education. Policy makers can facilitate comprehensive support strategies to promote AI adoption, address concerns, fulfill teachers’ psychological needs, and minimize perceived risks associated with AI tools.