Primary School Teachers’ Intention to Adopt AI in Sexual and Reproductive Health Education: An Extended Technology Scceptance Model

Abstract

Background: Artificial intelligence in sexual and reproductive health education can provide personalised, stigma-reducing learning experiences, yet the psychological drivers shaping educators’ adoption remain insufficiently understood. Objectives: This quantitative study applies an extended Technology Acceptance Model (TAM) to examine how primary school teachers form intentions to integrate AI into sexual and reproductive health instruction in Vietnam. Methods: Using self-report measures, the study assesses perceived ease of use, perceived usefulness, trust in AI, attitudes, and behavioural intention, and analyses the relationships among these constructs with structural modelling. Results: The findings highlight a pathway in which ease of use strengthens perceived usefulness and supports the development of trust, while intention to adopt AI is shaped primarily through trust and positive attitudes rather than through a direct effect of ease of use. Conclusions: The results suggest that successful uptake of AI in sensitive instructional contexts depends on translating technical feasibility into a secure trust foundation and favourable evaluations. In practice, professional development should emphasise hands-on AI literacy alongside clear ethical guidance to build the confidence needed for responsible classroom integration.