ABSTRACT

Purpose Purpose: This study attempts to identify and rank the factors that influence Malaysian educators' adoption of artificial intelligence (AI)-based pedagogical solutions. Design / methodology / approach: This study conducted pair-wise comparisons using a statistically significant sample of 218 Malaysian university professors. Findings: The findings demonstrate that schools must equip teachers with the resources, support, and recognition they need to adopt AI-based pedagogies. Furthermore, higher education institutions (HEIs) must offer their academic members adequate resources, including money and technological equipment. Research limitations/implications: Practically, this research highlighted that AI-based classroom solutions may be substantial in teaching. Practitioners can use the results of this study to enhance the teaching methodologies. While making the strategies to improve teaching among educational institutions, the results of this study are quite helpful for management. As this study reported the significant role of AI-based classroom among the educational institutions. Originality/value: This research is the original work that is based on the novel idea to contribute significantly to the literature. The relationship developed by this research are new and enhanced the knowledge of teaching with articfical intelligence.