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Abstract：
The use of artificial intelligence in education (AIEd) has become increasingly significant globally. In China, there is a lack of research examining the behavioral intention toward AIEd among pre-service special education (SPED) teachers in terms of digital literacy and teacher self-efficacy. Building on the technology acceptance model, our study evaluated the aspects influencing pre-service special education teachers\' intention toward AI in education. Data was gathered from 274 pre-service SPED teachers studying at a Chinese public normal university of special education and analyzed using structural equation modeling (SEM). The results show that digital literacy is associated with the perceived usefulness and ease of use of AIEd, which influences SPED teachers\' intention to use AIEd. Additionally, digital literacy significantly impacts the self-efficacy of SPED teachers. Given these results, AI designers in special education should comprehend the effectiveness and usability of AIEd for fostering behavioral intention formation. Simultaneously, special educational programs that identify key content and activities for digital literacy training should be developed, and educators should attempt to execute the relevant pre-service training to enhance the intention of pre-service SPED teachers toward AIEd.
摘要：
人工智能在教育中的使用（AIEd）在全球范围内变得越来越重要。在中国,缺乏从数字素养和教师自我效能感方面来研究职前特殊教育（SPED）教师对AIEd的行为意图的研究。在技术验收模型的基础上,我们的研究评估了影响职前特殊教育教师对教育中人工智能意向的方面。数据来自在中国公立特殊教育大学学习的274名任职前SPED教师，并使用结构方程模型（SEM）进行了分析。结果表明，数字素养与AIEd的感知有用性和易用性有关，这影响了SPED教师使用AIEd的意图。此外,数字素养显著影响SPED教师的自我效能感。鉴于这些结果,特殊教育中的AI设计师应了解AIEd促进行为意向形成的有效性和可用性。同时,应制定特殊教育计划，确定数字素养培训的关键内容和活动，教育工作者应尝试执行相关的职前培训，以增强职前SPED教师对AIEd的意向。
