Embed repeated AI engagement and habit formation into everyday teaching practice, alongside supportive resources and collegial exchange¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because habit showed the strongest direct and competence-mediated associations with teachers' AI use, the authors recommend interventions that build routinised engagement. The article states that "Interventions and training programmes should therefore, alongside supportive resources and collegial exchange, incorporate strategies that support the forma - tion and maintenance of habitual behavioural pattens" and that accessible AI infrastructure and opportunities for repeated engagement may support integrating AI into everyday teaching.

Design Implications¶

Context¶

Requirements¶

• Accessible AI infrastructure and recurring opportunities for meaningful AI engagement in supportive organisational environments

Constraints¶

• Habit was measured with a single item, so the magnitude of its associations should be interpreted with caution

Target Learners¶

• K-12 schoolteachers

Target Learning Goals¶

• Sustained routinised use of AI in everyday teaching practice and AI competence development

Affordances¶

• Ai Mindset Framework Triadic Structure

Related Strategies¶

• Embed SRL-oriented AIGC pedagogy: prompt-and-reflect routines, verification rubrics, and feedback literacy
• Deliberately scaffold AI-output verification habits rather than assume they develop alongside rising AI use
• Habit-based intervention implications: habituate the instigation of effective strategies, not their full execution

Examples¶

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Key Sources¶

• Feng, S., Koch, M. J., & Carolus, A. (2026). AI Mindset – An empirically tested theoretical framework on the psychological factors shaping AI competence and AI use. Computers in Human Behavior: Artificial Humans. https://doi.org/10.1016/j.chbah.2026.100402