Integrating Intelligent-Technological Pedagogical and Content Knowledge (Intelligent-TPACK) and Tripartite Models to Examine Teachers’ Knowledge and Attitudes Toward Artificial Intelligence (AI)
Keywords:
AI Integration, Artificial Intelligence, Intelligent-TPACK, Structural Equation Modeling, Education Technology, Tripartite Model of Attitudes, Teacher KnowledgeAbstract
Artificial Intelligence (AI) technologies have transformed
educational practices, yet their effective integration in K–12
classrooms, particularly in the Moroccan context, remains
underexplored. This study aims to examine teachers’
knowledge and attitudes toward AI integration using the
Intelligent-Technological
Pedagogical
and
Content
Knowledge (Intelligent-TPACK) framework and the Tripartite
Model of Attitudes. A total of 204 Moroccan teachers
participated in a survey. Collected data were analyzed
through Exploratory and Confirmatory Factor Analyses,
followed by Structural Equation Modeling (SEM) using
SmartPLS. Results confirmed the validity of both models and
revealed that Intelligent Techno-Pedagogical Knowledge
(ITPK) is the strongest predictor of teachers’ affective,
behavioral, and cognitive attitudes toward AI. Ethical
considerations significantly influenced cognitive attitudes,
indicating reflective rather than resistant views toward AI
adoption. These findings suggest that integrating
pedagogical and ethical awareness into teacher training
programs can foster positive attitudes and responsible AI
use, supporting national education reforms aligned with
Sustainable Development Goal 4 on quality education.
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