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This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Lesotho, focusing on the mediating role of school support and resources (SSR). In Lesotho’s educational land- scape, which is characterized by a growing interest in technology integration, this study fills an essential gap in the existing literature by exploring in-service teachers’ perspectives on AI adoption and the mediating influence of SSR. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework, the study adopts a cross-sectional design, collecting data from a sample of 315 in-service teachers through online surveys. The data was analyzed using maximum likelihood estimation. The results reveal a substantial positive relationship between perceived usefulness, perceived ease of use, and a positive attitude towards AI, with SSR playing a pivotal role as a complementary mediator in these connections. However, the study identifies a non- significant relationship between technical proficiency and behavioral intention, suggesting a need for further investigation into the technical skills essential for effective AI integration. The results highlight the critical role of SSR in shaping in-service teachers’ intentions to use AI in their teaching practices. As a result, the study rec- ommends tailored continuous professional development programs and collaborative learning communities to enhance teachers’ skills. Additionally, it emphasizes the importance of advocating for policies that support AI integration in education and underscores the ethical considerations related to AI use. We discuss the implications of our results concerning integrating AI into teachers’ teaching practices in schools and outline future directions., Self

Technical Vocational Education and Training (TVET) has been a part of most developing African countries, including Lesotho. Africa’s collapsing economies will receive a true economic bailout if they produce readily employable and self-employed graduates. There are several factors that influence student attitudes toward TVET, including the perceived influence of their families, the impact of society, and the impact of their schools. This study aimed to examine the interrelationships and effects of these variables on attitudes toward TVET. Social Cognitive Theory and Planned Behavior are the theoretical underpinnings of the study. Three hundred and six students in the Mafeteng district were sampled for this quantitative study. IBM SPSS 28 and Smart PLS 4.0.7.2 were used to analyze the measurement and structural models based on the data collected through a question- naire. The study found that perceived family influence and societal influence had a significant causal relation to attitudes toward TVET but that the school does not provide enough support for students in TVET education, which impedes their education level. Study findings provide insight into how Lesotho educational policymakers and practitioners can promote TVET as a viable educational and career option by improving students’ attitudes towards TVET subjects. For career guidance, learners were recommended to be taken to TVET colleges and universities, Self

In the context of global integration and increasing reliance on Artificial Intelligence (AI) in education, evaluating the AI literacy of pre-service teachers is crucial. As future architects of educational systems, pre-service teachers must not only possess pedagogical expertise but also a strong foundation in AI literacy. This quantitative study examines AI literacy among 529 pre-service teachers in a Nigerian university, utilizing structural equation modeling (SEM) for comprehensive analysis. The research explores various dimensions of AI literacy, revealing that a profound understanding of AI significantly predicts positive outcomes in AI use, detection, ethics, creation, and problem-solving. However, no correlation exists between AI knowledge and emotion regulation or the assumption that active AI use enhances AI detection capabilities. The study identifies a trade-off between AI application and creation, emphasizing the ethical considerations intertwined with emotional and persuasive facets of AI use. It also supports the link between AI creation and problem-solving, emphasizing the foundational role of AI knowledge in shaping diverse aspects of AI literacy among pre-service teachers. The findings offer valuable insights for educators, administrators, policymakers, and researchers aiming to enhance AI literacy in pre-service teacher education programs.