With growing expectations to use AI-based educational technology (AI-EdTech) to improve students' learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers' willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristics shape teachers' trust in AI-EdTech, and its proposed antecedents, perceived benefits and concerns about AI-EdTech. We examined a comprehensive set of characteristics including demographic and professional characteristics (age, gender, subject, years of experience, etc.), cultural values (Hofstede's cultural dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), and psychological factors (self-efficacy and understanding). Using multiple regression analysis, we found that teachers with higher AI-EdTech self-efficacy and AI understanding perceive more benefits, fewer concerns, and report more trust in AI-EdTech. We also found geographic and cultural differences in teachers' trust in AI-EdTech, but no demographic differences emerged based on their age, gender, or level of education. The findings provide a comprehensive, international account of factors associated with teachers' trust in AI-EdTech. Efforts to raise teachers' understanding of, and trust in AI-EdTech, while considering their cultural values are encouraged to support its adoption in K-12 education.

The growing use of generative AI tools built on large language models (LLMs) calls the sustainability of traditional assessment practices into question. Tools like OpenAI's ChatGPT can generate eloquent essays on any topic and in any language, write code in various programming languages, and ace most standardized tests, all within seconds. We conducted an international survey of educators and students in higher education to understand and compare their perspectives on the impact of generative AI across various assessment scenarios, building on an established framework for examining the quality of online assessments along six dimensions. Across three universities, 680 students and 87 educators, who moderately use generative AI, consider essay and coding assessments to be most impacted. Educators strongly prefer assessments that are adapted to assume the use of AI and encourage critical thinking, while students' reactions are mixed, in part due to concerns about a loss of creativity. The findings show the importance of engaging educators and students in assessment reform efforts to focus on the process of learning over its outputs, alongside higher-order thinking and authentic applications. © 2024 The Author(s)