The Relationship Between Human-AI Collaborative Teaching and Instructional Innovation Among Jordanian Teachers: Mediating Roles of Technology Self-Efficacy and Adaptive Learning Mindset

Abstract

Human-AI collaboration in teaching is increasingly becoming a revolution in the contemporary education systems. Past research also indicated that Human-AI collaboration in education has a positive correlation with instructional innovation in teachers. This research examined the mediation role of technology self-efficacy and adaptive learning mindset in the connection between Human-AI collaborative teaching and instructional innovation in Jordanian teachers. The research resources were Human-AI Teaching Collaboration Scale, Technology Self-Efficacy Scale, Adaptive Learning Mindset Scale, instructional innovation Scale. This study was done using the cross-sectional design among kindergarten, primary, and secondary school teachers in Amman, Zarqa, and Irbid, Jordan. The PROCESS macro plug-in SPSS 26.0 was used for mediating effect analysis. These results indicated that Human-AI collaborative teaching, technology self-efficacy, and adaptive learning mindset have significant, positive correlations with each other and significant positive correlations with instructional innovation. In the meantime, findings indicated that technology self-efficacy and adaptive learning mindset mediated the relationship between Human-AI collaborative teaching and instructional innovation in a parallel and consecutive fashion. These results suggest that the high degree of Human-AI collaborative teaching is significantly relevant to the development of technology self-efficacy in teachers and the promotion of adaptive learning mind that could be successful in supporting instructional innovation among teachers in Jordan in new digital learning ecosystems.