한국어 교원의 생성형 AI 리터러시와 활용 역량 연구
Generative AI Literacy and Use Competence in Korean Language Education
- 발행
- 2026 등록KCI API에는 발행일 항목이 없어 원문 등록일을 쓰고 있습니다. 실측으로 발행보다 최대 6년 늦습니다 — 재수집하면 발행연월로 바뀝니다.
- 소속·발행
- 서울대학교
- 출처
- 국내 KCI
- 원문
- 원문 보기 ↗
개념
키워드
generative AI, AI literacy, technology acceptance model, teacher professionalism, Korean language education, generative AI, AI literacy, technology acceptance model, teacher professionalism, Korean language education
초록
This study examines Korean language teachers’ generative AI literacy and competence development within a technology acceptance framework. Drawing on survey data from 156 teachers, the study analyzes usage patterns and the perceptual structure underlying AI integration. Although 75.6% reported monthly use, engagement remained largely introductory, centered on text-based material production. Exploratory factor analysis identified three latent dimensions: perceived instrumental utility, perceived educational effectiveness, and usage self-efficacy (cumulative variance: 74.4%). One-way ANOVA revealed that perceived instrumental utility and self-efficacy varied significantly by proficiency level, while perceived educational effectiveness remained stable across groups, functioning as a pre-formed normative belief independent of experience. Multiple regression analysis indicated that perceived instrumental utility most strongly predicted teachers’ intention to develop AI competence (β=.494, p<.001, R²=.303). These findings suggest that sustainable AI integration in Korean language education depends less on cultivating abstract educational value beliefs than on enabling teachers to exper