Cultural Influences on Teachers' Attitudes towards AI Integration: A Case Study of Katoba Secondary School in Chongwe District, Zambia

Abstract

This qualitative case study, guided by the Diffusion of Innovations (DOI) Theory and underpinned by an interpretivist paradigm, aimed to explore the multifaceted cultural influences on teachers' attitudes towards Artificial Intelligence (AI) integration at Katoba Secondary School in Chongwe District, Zambia. With a sample size of 8 participants, the study delved into how their beliefs, including pedagogical views and trust in technology, shaped their initial perceptions of AI as an educational tool. Furthermore, it investigated how teachers' privacy values, influenced by local socio-cultural norms, affected their readiness to adopt and integrate AI technologies into their instructional practices. Finally, the research examined how current professional development methods and school-level cultural practices either facilitated or hindered the successful integration of AI tools into daily classroom routines. The study revealed how teachers' deeply held pedagogical beliefs, privacy values, and the effectiveness of professional development and school-level cultural practices collectively served as either enablers or barriers to the successful integration of AI tools into their daily instructional routines. These crucial insights informed culturally responsive policies, curriculum development, and professional development strategies for fostering effective AI integration in Zambian education and comparable sub-Saharan African contexts.