Abstract:
This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in
Lesotho, focusing on the mediating role of school support and resources (SSR). In Lesotho’s educational land-
scape, which is characterized by a growing interest in technology integration, this study fills an essential gap in
the existing literature by exploring in-service teachers’ perspectives on AI adoption and the mediating influence
of SSR. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework,
the study adopts a cross-sectional design, collecting data from a sample of 315 in-service teachers through online
surveys. The data was analyzed using maximum likelihood estimation. The results reveal a substantial positive
relationship between perceived usefulness, perceived ease of use, and a positive attitude towards AI, with SSR
playing a pivotal role as a complementary mediator in these connections. However, the study identifies a non-
significant relationship between technical proficiency and behavioral intention, suggesting a need for further
investigation into the technical skills essential for effective AI integration. The results highlight the critical role of
SSR in shaping in-service teachers’ intentions to use AI in their teaching practices. As a result, the study rec-
ommends tailored continuous professional development programs and collaborative learning communities to
enhance teachers’ skills. Additionally, it emphasizes the importance of advocating for policies that support AI
integration in education and underscores the ethical considerations related to AI use. We discuss the implications
of our results concerning integrating AI into teachers’ teaching practices in schools and outline future directions.
