EXPLORING EDUCATORS’ PERCEPTIONS OF AI TOOLS IN SOUTHEAST ASIA: A TAM-BASED CROSS-NATIONAL STUDY

Abstract

As global education systems are growing digital, the effective adoption and integration of artificial intelligence (AI) among the educators have emerged as a crucial focal point. Hence, this research studied Southeast Asian educators’ AI tool integration perceptions, directed by the Technology Acceptance Model (TAM) to explore Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) levels across the Southeast Asian countries and teaching levels. Quantitative data were collected from 35 educators across Southeast Asian countries via questionnaire, and descriptive statistics, comparative analyses, and Pearson correlation tests were conducted. The results revealed well-defined adoption patterns whereby Malaysia and the Philippines displayed the highest PU and PEOU, showing mature adoption phases. Timor-Leste and Brunei also recorded high PEOU scores but slightly lower PU scores than Malaysia and the Philippines, indicating good navigation on the AI platform but not utilising AI tools. Conversely, Cambodia exhibited low PU and PEOU, indicating a low level of digital readiness. Unusually, Laos has high PEOU but low PU, indicating issues between perceived accessibility and tool usability, while Singapore exhibits high PU but lower PEOU due to the complexity of the system. These findings highlight a growing readiness among educators to embrace AI yet results also reveal the need for targeted professional development, localised digital policy support, and context-sensitive pedagogical frameworks. The research results concluded that AI use is gaining momentum in Southeast Asia with its transformative potential power.