ABSTRACT
Artificial intelligence (AI) is increasingly shaping the landscape of post-secondary education and training (PSET), including both higher education and adult learning. This chapter draws on findings from a recent international AI survey led by the Institute for Adult Learning. The online survey, administered between June and October 2024, captured responses from 1947 educators across diverse institutional types and roles. Using the Technology Acceptance Model (TAM) as a theoretical framework, the study examined educators' perceptions of AI's usefulness, ease of use, relevance to their work, confidence in using AI, and their intention to adopt it. While adoption rates for AI and generative AI (GenAI) were generally high, significant differences were observed across regions, sectors, and roles. Educators in Adult Education reported stronger intentions, more positive attitudes, and higher confidence than those in Higher Education, who nonetheless viewed AI as more relevant to their work. Regional differences also emerged, with educators in Europe reporting lower adoption and less favourable perceptions than their counterparts in Asia and Anglo-Western countries. Structural equation modelling confirmed that perceived usefulness, relevance, and attitude were the strongest predictors of intention to use AI. The findings underscore the importance of human-centred, context-sensitive AI design and professional development approaches that reflect the varying needs, experiences, and perceptions of educators across the PSET landscape.
