Bridging expectations and reality: Addressing the price-value paradox in teachers' AI integration

This study examines educators' perceptions of adopting Generative Artificial Intelligence (GenAI) tools in education through the lens of the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) model. Using structural equation modeling (SEM) on data collected from 490 participants, the research investigates: (a) the extent to which UTAUT2 constructs explain educators' intentions and behaviors toward AI adoption, (b) potential deviations from traditional UTAUT2 pathways, and (c) demographic differences in adoption patterns. The findings reveal a Price-Value paradox, where perceived value drives intention but practical barriers reduce actual usage, alongside deviations from traditional UTAUT2 pathways, highlighting the nuanced complexity of AI adoption in educational settings. This research underscores the importance of robust infrastructure, practical training in AI fundamentals, and sustained peer support in bridging the gap between intention and usage. Key drivers such as performance expectancy, hedonic motivation, and social influence play critical roles in shaping educators' adoption behaviors. By validating and extending the UTAUT2 model, the study provides actionable recommendations for policymakers and educators. These findings not only enhance theoretical understanding but also pave the way for future advancements, ensuring the effective and sustainable integration of AI in teaching and learning environments.