  The burgeoning development of generative artificial intelligence (GenAI) and
the widespread adoption of large language models (LLMs) in educational settings
have sparked considerable debate regarding their efficacy and
acceptability.Despite the potential benefits, the assimilation of these
cutting-edge technologies among educators exhibits a broad spectrum of
attitudes, from enthusiastic advocacy to profound skepticism.This study aims to
dissect the underlying factors influencing educators' perceptions and
acceptance of GenAI and LLMs.We conducted a survey among educators and analyzed
the data through the frameworks of the Technology Acceptance Model (TAM) and
Innovation Diffusion Theory (IDT). Our investigation reveals a strong positive
correlation between the perceived usefulness of GenAI tools and their
acceptance, underscoring the importance of demonstrating tangible benefits to
educators. Additionally, the perceived ease of use emerged as a significant
factor, though to a lesser extent, influencing acceptance. Our findings also
show that the knowledge and acceptance of these tools is not uniform,
suggesting that targeted strategies are required to address the specific needs
and concerns of each adopter category to facilitate broader integration of AI
tools.in education.
