The Impact of Pre-Service Language Teachers' Basic Psychological Needs on Behavioural Intentions to Utilise Artificial Intelligence (AI) in Teaching: AI Literacy and Self-Efficacy as Mediators

Abstract

Grounded in Self-Determination Theory (SDT), this study investigates how pre-service language teachers' psychological needs (autonomy, competence, relevance) influence their behavioural intentions to adopt AI, with AI literacy and self-efficacy as mediators. Structural equation modelling analysis of 562 Chinese pre-service language teachers revealed that satisfaction of psychological needs exerts a substantial and positive effect on behavioural intentions to utilise AI, which is mediated by AI literacy and self-efficacy. In particular, the perceived autonomy, relevance and competence of pre-service teachers are deemed to exert profound influence on AI literacy and AI self-efficacy. The direct effect of autonomy and relevance on behavioural intentions is significant, whereas competence fails to exert a direct influence on behavioural intentions. This suggests that, through AI literacy, the satisfaction of competence can indirectly influence behavioural intentions to employ new technologies such as AI. These findings underscore the necessity of integrating psychological empowerment and technical competence cultivation in AI training programmes, offering actionable insights for fostering AI-integrated language education.