Determinants of Artificial Intelligence (AI) Adoption for Literacy Enhancement in Secondary & Higher Secondary Schools: Evidence from District Swabi, Pakistan

Abstract

Artificial Intelligence holds substantial transformative potential for educational systems worldwide; however, its integration within developing nations continues to encounter considerable obstacles. This investigation examined determinants influencing AI adoption for literacy enhancement within secondary and higher secondary educational institutions of District Swabi, Pakistan, employing the Technology Acceptance Model (TAM) as the theoretical underpinning. This research employed a quantitative methodology utilizing a cross-sectional survey design. Data were collected from 369 teachers across public and private secondary institutions through a structured questionnaire designed to measure perceived usefulness (PU), perceived ease of use (PEOU), behavioral intention (BI), and literacy enhancement (LE). Statistical analyses including correlation and regression techniques were executed using Python programming language. The findings established that both perceived usefulness (β=0.396, p<0.001) and perceived ease of use (β=0.238, p<0.001) emerged as statistically significant predictors of teachers' behavioral intention to adopt AI technologies, collectively accounting for 34.5% of variance (R²=0.345). Furthermore, behavioral intention demonstrated significant influence on literacy enhancement (β=0.478, p<0.001), explaining 23.9% of variance (R²=0.239). Educators reported that AI contributed positively to reading comprehension, writing proficiency, vocabulary expansion, and student engagement. Nevertheless, notable challenges were identified: 36.6% of educational institutions lacked computer laboratory facilities, 21.1% experienced unreliable internet connectivity, and teachers cited insufficient training opportunities and technical support. This investigation concludes that successful AI adoption within Pakistani secondary schools depends substantially on teacher perceptions of usefulness and ease of use, alongside institutional support mechanisms and infrastructure development. Recommendations encompass strategic investment in digital infrastructure, implementation of comprehensive teacher training programs, and formulation of supportive educational policies. This research contributes localized empirical evidence regarding AI adoption determinants while offering practical guidance for policymakers, school administrators, and educational authorities seeking to integrate AI for literacy enhancement within Pakistan's educational framework.