Teacher readiness for AI integration: Bridging the gap between digital competence and pedagogical use of AI

Authors

DOI:

https://doi.org/10.46502/issn.1856-7576/2026.20.03.15

Keywords:

artificial intelligence in education, digital competence, higher education, self-efficacy, structural modeling, teacher readiness.

Abstract

The study aimed to develop and validate a structural model of higher education teachers’ readiness for pedagogical integration of artificial intelligence, which consisted of six interrelated components: digital competence, pedagogical attitudes towards AI, self-efficacy, real practices of using AI, institutional support and perceived barriers. The study was conducted within the framework of a quantitative strategy using a descriptive correlational design. At the same time, the data were collected based on a mixed questionnaire among 278 higher education teachers. Descriptive statistics, correlation analysis, confirmatory factor analysis (CFA) and structural modeling (SEM) were used to analyze the data. The results indicated satisfactory psychometric characteristics of the developed instrument (α = .76–.89; CFI = .96; RMSEA = .041). The data also confirmed the existence of a gap between teachers' levels of digital competence and their actual use of AI. Structural modeling showed that self-efficacy is the strongest predictor of pedagogical use of AI (β = .42). However, the impact of digital competence is mainly mediated by self-efficacy and pedagogical attitudes. The practical significance of the study is that the developed APRS tool can be used by higher education institutions to diagnose the readiness of teaching staff and design targeted professional programs.

Author Biographies

Serhii Yashanov, Dragomanov Ukrainian State University, Kyiv, Ukraine.

Doctor of Sciences (Pedagogy), Professor, Head of the Department of Information Systems and Technologies, Faculty of Technology and Design, Dragomanov Ukrainian State University, Kyiv, Ukraine.

Dmytro Trobiuk, National Academy of the Security Service of Ukraine, Kyiv, Ukraine.  

Deputy Director of the Centre, National Academy of the Security Service of Ukraine, Kyiv, Ukraine.  

Nataliia Lazirko, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine. 

Candidate of Philological Sciences (Ph.D.), Associate Professor, Department of Foreign Literature and Polonistics, Faculty of Ukrainian and Foreign Philology, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine. 

Ruslana Manko, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine. 

Senior Lecturer, Department of Foreign Literature and Polonistics, Faculty of Ukrainian and Foreign Philology, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine. 

Myroslava Ivanyshyn, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine.

Candidate of Philological Sciences, Associate Professor, Department of Foreign Literature and Polonistics, Faculty of Ukrainian and Foreign Philology, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine.

References

Alaba, F. A., & Ajibola, I. G. (2026). Digital pedagogy: Bridging the gap between software and the humanities. Springer Nature Switzerland. https://doi.org/10.1007/978-3-032-20335-9

Alderete, M. V. (2025). The interrelation among the ICT access, use and appropriation gaps in the Latin American countries between 2008–2022. Digital Policy, Regulation and Governance., 28(1), 75–91. https://doi.org/10.1108/dprg-02-2025-0030

Al-Abdullatif, A. M. (2024). Modeling teachers’ acceptance of generative artificial intelligence use in higher education: The role of AI literacy, intelligent TPACK, and perceived trust. Education Sciences, 14(11), 1209. https://doi.org/10.3390/educsci14111209

Ayanwale, M. A., Ntshangase, S. D., Adelana, O. P., Afolabi, K. W., Adam, U. A., & Olatunbosun, S. O. (2024). Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schools. Computers and Education: Artificial Intelligence, 7, 100330. https://doi.org/10.1016/j.caeai.2024.100330

Basantes-Andrade, A., Bastidas-Amador, G., Ruiz-Chagna, C., Congo-Cervantes, M., & Quintana-Andrade, G. (2025). Integrating digital technologies into the teaching of intercultural competences: A systematic literature mapping. F1000Research, 14, 772. https://doi.org/10.12688/f1000research.167364.3

Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L. -A., & Otto, A. (2022). Teachers’ digital competencies in higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 19(1), 8. https://doi.org/10.1186/s41239-021-00312-8

Buchan, M. C., Bhawra, J., & Katapally, T. R. (2024). Navigating the digital world: development of an evidence-based digital literacy program and assessment tool for youth. Smart Learning Environments, 11(1), 8. https://doi.org/10.1186/s40561-024-00293-x

Cano, J. A., Gómez-Montoya, R. A., & Cortés, P. (2026). Educational technologies and pedagogical innovations in operations management education: A systematic review. Contemporary Educational Technology, 18(2), ep646. https://doi.org/10.30935/cedtech/18272

Cobena, D. Y., Muhtadi, A., & Soeparno, P. L. (2023). Professional development in enhancing teachers' digital competence: A systematic literature review. In The 9th Annual International Seminar on Trends in Science and Science Education (AISTSSE) 2022 (pp. 781–789). Sciendo. https://doi.org/10.2478/9788367405195-099

Collie, R. J., Martin, A. J., & Gasevic, D. (2024). Teachers’ generative AI self-efficacy, valuing, and integration at work: Examining job resources and demands. Computers and Education: Artificial Intelligence, 7, 100333. https://doi.org/10.1016/j.caeai.2024.100333

Deroncele-Acosta, A., Sayán-Rivera, R. M. E., Mendoza-López, A. D., & Norabuena-Figueroa, E. D. (2025). Generative artificial intelligence and transversal competencies in higher education: A systematic review. Applied System Innovation, 8(3), 83. https://doi.org/10.3390/asi8030083

do Lago, M. M., Fernandes, E., Rampersad, R., & Fernandes, V. A. (2026). Artificial intelligence: Impacts on higher education institutions. A literature review. Learning Futures and Emerging Technologies, 34(2), 189-202. https://doi.org/10.1108/lfet-08-2025-0100

Feitosa, R. G. F., Campos, G. A. L. d., Santos, I. d. S., Gonçalves, C. H. R., Serra, A. d. B., Oliveira, A. R. d., Feitosa, P. L. P., Santos, Y. D., Bispo, E. L., & Esmeraldo, G. Á. R. M. (2025). Competency and skill-based educational recommendation system. International Journal of Artificial Intelligence in Education, 35(1), 135-154. https://doi.org/10.1007/s40593-024-00423-z

Flores, W., & Chiappe, A. (2025). Integrating AI into education: Preparation factors and teachers' digital competencies. Revista Colombiana de Educación, (97), e20825. https://doi.org/10.17227/rce.num97-20825

Godinez-Flores, G. C., González-Peralta, M. F., & Olivares-Escorza, M. (2025). Towards an educational transformation based on digital humanities. In R. Urcid-Puga & P. Vázquez-Villegas (Eds.), Latin American perspectives on innovation in higher education: A multidisciplinary approach (pp. 173–184). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-96751-1_14

Gutierrez, S. S. M., Perez, S. L., & Munguia, M. G. (2022). Artificial intelligence in e-learning plausible scenarios in Latin America and new graduation competencies. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 17(1), 31–40. https://doi.org/10.1109/rita.2022.3149833

Guppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J., & Bartolic, S. (2022). The post-COVID-19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries. British Journal of Educational Technology, 53(6), 1750–1765. https://doi.org/10.1111/bjet.13212

Hernandez-Pozas, O. (2025). New roles for students and teachers immigrants and digital natives in a constant teaching and learning process. In R. Urcid-Puga & P. Vázquez-Villegas (Eds.), Latin American perspectives on innovation in higher education: A multidisciplinary approach (pp. 31–43). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-96751-1_4

Khumalo, M., Epizitone, A., Moyane, S. P., Nkomo, N., Mthalane, P. P., Luthuli, M., ... & Phokoye, S. (2025). The integration of artificial intelligence in higher education institutions’ workforce: A literature review. International Journal of Research in Business and Social Science (2147- 4478), 14(6), 393–399. https://doi.org/10.20525/ijrbs.v14i6.4046

Kurebay, B., Seitenova, S., Khassanova, I., Kazetova, A., Bayukanskaya, S., & Mailybaeva, G. (2023). Competence of primary school teachers in the use of internet resources. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 11(4), 964–980. https://doi.org/10.46328/ijemst.3466

Mah, D.-K., & Groß, N. (2024). Artificial intelligence in higher education: Exploring faculty use, self-efficacy, distinct profiles, and professional development needs. International Journal of Educational Technology in Higher Education, 21(1), 58. https://doi.org/10.1186/s41239-024-00490-1

Masoumi, D., & Noroozi, O. (2025). Developing early career teachers’ professional digital competence: A systematic literature review. European Journal of Teacher Education, 48(3), 644–666. https://doi.org/10.1080/02619768.2023.2229006

Molina-Soria, M., Aparicio-Herguedas, J. L., Fuentes-Nieto, T., & López-Pastor, V. M. (2026). The combination of artificial intelligence and formative assessment in teacher education: A systematic review. Encyclopedia, 6(3), 66. https://doi.org/10.3390/encyclopedia6030066

Nnaji, I. L., Ayanwale, M. A., Ukeje, I. O., Ekwunife, R. A., Igwe, C. M., Okwor, E. O., & Nwuzor, C. I. (2026). Enhancing governance and performance in Nigerian higher education through AI-driven digital transformation: Insights from stakeholder perspectives. Social Sciences & Humanities Open, 13, 102348. https://doi.org/10.1016/j.ssaho.2025.102348

Ogwo, B. A. (2026). Technology-enhanced learning and master craftsperson preparation programs for informal and non-formal vocational training in developing countries. In C. T. Orji (Ed.), Reimagining global vocational teacher education through technology-enhanced learning (TEL) (pp. 197–222). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-5865-9.ch006

Osorio Vanegas, H. D., Segovia Cifuentes, Y. d. M., & Sobrino Morrás, A. (2025). Educational technology in teacher training: A systematic review of competencies, skills, models, and methods. Education Sciences, 15(8), 1036. https://doi.org/10.3390/educsci15081036

Patiño Barriga, D. M., Vargas Sánchez, A. D., & Valdivia Vizarreta, P. (2025). Deep gamification and artificial intelligence as catalysts of educational transformation. F1000Research, 14, 1156. https://doi.org/10.12688/f1000research.171453.2

Regalado-Pezua, O., Toro, L., Sosa-Varela, J. C., & Maruy, G. (2025). Digital competencies: key drivers of digital transformation in Ibero-America. Management Research: Journal of the Iberoamerican Academy of Management., 23(4), 543–570. https://doi.org/10.1108/mrjiam-09-2024-1598

Rodas-Coloma, A., Cabezas-González, M., Casillas-Martín, S., & Nevado-Batalla Moreno, P. (2026). From virality to pedagogy: A systematic and comprehensive review of TikTok's educational use in South America. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1716735

Rodríguez-Cisneros, L. M., Cadena-Palacios, C. N., Soto, A. F. B., & Yar, E. R. R. (2026). Digital Competencies of Teaching Staff in Technical and Technological Education in Ecuador. In Lecture Notes in Networks and Systems (pp. 233–249). Springer Nature Switzerland. https://doi.org/10.1007/978-3-032-19932-4_17

Salas‐Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review. British Journal of Educational Technology, 53(3), 593–619. https://doi.org/10.1111/bjet.13190

Selmi, M., Ben Fatma, N. E. H., & Chedly, M. (2025). Artificial intelligence in higher education: Literature review. La Tunisie Médicale, 103(8), 949–955. https://doi.org/10.62438/tunismed.v103i8.5581

Wang, X., Li, L., Tan, S. C., Yang, L., & Lei, J. (2023). Preparing for AI-enhanced education: Conceptualizing and empirically examining teachers’ AI readiness. Computers in Human Behavior, 146, 107798. https://doi.org/10.1016/j.chb.2023.107798

Downloads

Published

2026-09-30

How to Cite

Yashanov, S., Trobiuk, D., Lazirko, N., Manko, R., & Ivanyshyn, M. (2026). Teacher readiness for AI integration: Bridging the gap between digital competence and pedagogical use of AI. Eduweb, 20(3), 257–275. https://doi.org/10.46502/issn.1856-7576/2026.20.03.15

Issue

Vol. 20 No. 3 (2026)

Section

Articles

License

Copyright (c) 2026 Serhii Yashanov, Dmytro Trobiuk, Nataliia Lazirko, Ruslana Manko, Myroslava Ivanyshyn

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Similar Articles

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)