OSF
open access
Beyond acceptance: A pre-attitudinal ”uninformed” stage in teachers’ engagement with AI across 53 education systems
ai-literacyand-researcheducational-assessmenteducational-technologyevaluationprofessional-development
Conceptio Open Archive
Analyze & explore related research in Conceptio
Connect this record directly into your research workflow or AI agent. Explore citations across open repositories, query full text, and export structured proof bundles.
This document is indexed with metadata only: full text is not available in the archive for this record. Open the official source ↗
Related documents
- Examining Attitudes of Turkish Pre-Service Teachers Towards Artificial Intelligence#304876
- Bridging the human-AI gap: the role of perceived teacher support in shaping EFL learners' willingness to engage in collaborative writing.#338340
- How AI-enhanced learning activities contribute to digital literacy in pre-service pre-school teachers.#440933
- Rethinking foreign language boredom in AI-assisted learning: the hidden roles of growth mindset, AI literacy, and AI self-efficacy.#340561
- How forced intervention facilitates AI adoption#410169
Record · ID 339016
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Bring this data into your agent: Connect via MCP or API · 20 free credits to start · no card required
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive