Sustainable AI Integration in Education: Factors Influencing Pre-Service Teachers’ Continuance Intention to Use Generative AI

Abstract

As artificial intelligence (AI) changes educational practices, understanding what sustains pre-service teachers’ generative AI use beyond initial adoption becomes important. However, existing research mainly focuses on initial acceptance rather than continuance intention, which is a more realistic indicator for sustainable technology integration. This study drew on an integrated framework including psychological (GAI anxiety, GAI self-efficacy), contextual (facilitating conditions, social influence), and perceptual factors (perceived ease of use, perceived usefulness) to examine pre-service teachers’ continuance intention toward GAI in future teaching. Survey data from 549 Chinese pre-service teachers were analyzed using structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA). Results showed that GAI self-efficacy had the strongest positive associations with both perceived ease of use and perceived usefulness. GAI anxiety negatively influenced both perceptions. However, facilitating conditions did not significantly relate to perceived usefulness. The fsQCA identified six configurational pathways clustered into the following three patterns: intrinsic value driven, efficacy capability driven, and external support driven. These findings suggest that teacher education programs should prioritize building GAI self-efficacy and supportive peer environments and not focus solely on infrastructure provision.

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