As most practitioners (including teachers) do not know how AI functions and cannot make full use of AI in education, there is an urgent need to investigate teachers’ intentions to learn AI and related determinants so as to promote their AI learning. Motivated by these gaps, our aim to explore the antecedents of K-12 teachers’ intentions to learn AI. To this end, we propose and validate a model, which integrates AI literacy and awareness of AI ethics with TRA and TPB. Our larger goals include using our findings as a foundation for further investigation in the arena of K-12 teachers’ AI learning, which is still in its infancy, and for future practical design and implementation of professional teacher programs focusing on AI.
