ABSTRACT

Purpose. This study investigates the relationship between the perceived ease of use of AI tools and the level of trust that language and science teachers have in them. It compares the adoption rates of AI tools among language and science teachers in secondary schools within the Arab society in Israel. The study also assesses how professional development (PD) and training influence these adoption rates while considering teaching discipline and years of experience. Methodology. By utilizing the Technology Acceptance Model (TAM) and Diffusion of Innovations Theory, a correlational quantitative research method was used in this study. Statistical techniques helped to assess the strength and direction of these correlations, focusing on variables of the study. The sample comprised 120 teachers, evenly split through convenience sampling techniques between 60 science teachers and 60 language teachers.  Results. Results indicate that perceived ease of use strongly correlates with trust in AI tools (r = 0.65, p < 0.01). Science teachers exhibit higher AI adoption (M = 3.65, SD = 0.80) compared to language teachers (M = 3.25, SD = 0.65), with a significant difference (t = -2.15, p < 0.05). Additionally, professional development (PD) has a significant predictive value for AI adoption (β = 0.50, p < 0.01), underscoring its role in facilitating AI integration. Implications for research and Practice. Future implications suggest a growing reliance on AI, necessitating targeted PD programs, policy adaptations, and ethical guidelines to ensure equitable AI implementation. Without intervention, disparities in AI adoption could exacerbate educational inequalities, limiting the effectiveness of AI-driven learning Addressing barriers through structured training and transparent policies will be critical in maximizing AI’s potential for enhancing pedagogical practices and student engagement in diverse educational settings.