How Artificial Intelligence Readiness Influences Sustainable Teaching Practices: Sequential Mediation of Digital Competence and Technology Acceptance among University Teachers

Abstract

The Artificial Intelligence is transforming higher education, offering fresh possibilities for innovative and sustainable teaching methods. The present study aimed at a detailed investigation of the effect of Artificial Intelligence Readiness on Sustainable Teaching Practices through the mediation of Digital Competence and Technology Acceptance among University Teachers of Hyderabad City and Jamshoro City (Sindh), Pakistan. A quantitative research design was implemented and a questionnaire was used for the administration of the questionnaire to 211 university teachers. In this study, the analysis method used was PLS-SEM. The results indicated that there is a positive relationship between “AI readiness and digital competence, digital competence and perceived ease of use, digital competence and perceived usefulness, and technology acceptance and behavioral intention”. The adoption of technology in turn results in sustainable teaching practices. The sequential mediation analysis provided validation to the proposed mediation model of how digital competence and technology acceptance jointly explain the impact of AI readiness on sustainable educational practices. The study builds on the TAM, adding the concepts of AI readiness and digital competence, and provides concrete suggestions for universities looking to enhance faculty preparedness for the accountable usage of AI, and for sustainable education.