Universities increasingly have access to artificial intelligence, but access alone says little about whether these tools become part of everyday academic work. This article examines behavioural intention as the link between university teachers' and administrators' evaluations of AI and their subsequent use of it. It brings the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Theory of Planned Behavior into conversation with research on AI literacy, perceived risk and organisational support. Performance expectancy, effort expectancy, social influence, AI literacy and risk perceptions are expected to shape intention, while facilitating conditions affect both intention and the likelihood that intended use becomes sustained practice. The article distinguishes between two possible consequences of adoption: changes in teaching quality and changes in management efficiency. Neither consequence can be inferred from usage alone; each depends on the task, the quality of human review and the institutional arrangements surrounding the tool. Against the policy and organisational background of Shenyang, the article sets out propositions and measurement priorities for a later empirical study. Its main contribution is to clarify the sequence from appraisal to intention, from intention to use, and from use to educational or administrative outcomes.
Nan-Nan Hu, N. Noordin, Wong Siew Ping· Global Media and Social Scie...· 0 citations
This reflective study examines the implementation of metacognitive scaffolding to improve online English listening instruction for vocational college students over two semesters of classroom practice, learner tracking, and systematic observation. Although digital platforms enable flexible out‑of‑class listening, many vocational learners exhibit mechanical repetition, over‑reliance on correct answers, low engagement, and listening anxiety, largely due to insufficient self‑regulated learning abilities. To address these issues, the researcher restructured online listening lessons around three metacognitive modules: pre‑task planning, in‑process monitoring, and post‑task reflection with hierarchical teacher scaffolding. Adopting a purely qualitative practitioner‑reflective design without control groups or statistical tests, data were collected from classroom observations, learning logs, informal interviews, and weekly student journals. Findings indicate that sustained metacognitive scaffolding appears to help some students gradually move away from passive answer‑oriented habits, ease anxiety for certain learners, and foster self‑regulated learning routines. The study validates the feasibility of metacognitive and scaffolding theories in vocational online settings, acknowledges the limitations of a small single‑class sample, and offers practical pedagogical suggestions for frontline vocational English instructors.
Mei-Ying Ruan, N. Noordin, Wong Siew Ping· INTERNATIONAL JOURNAL OF SOC...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
