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.

翻译：随着对使用基于人工智能的教育技术（AI-EdTech）改善学生学习成果、丰富教学实践的期望日益增长，教师在课堂中采用AI-EdTech方面扮演着核心角色。教师愿意通过将技术融入日常教学实践来接受风险，即他们对AI-EdTech的信任度，将取决于他们预期从中获益的程度与由此产生的担忧程度。本研究对来自四大洲六个国家的508名K-12教师进行调查，旨在了解哪些教师特征会影响其对AI-EdTech的信任度及其拟议的前因（感知收益与对AI-EdTech的担忧）。我们考察了包括人口学与职业特征（年龄、性别、学科、教龄等）、文化价值观（霍夫斯泰德文化维度）、地理位置（巴西、以色列、日本、挪威、瑞典、美国）及心理因素（自我效能感与理解力）在内的综合特征集。通过多元回归分析发现，具有较高AI-EdTech自我效能感和AI理解力的教师感知到更多收益、更少担忧，并对AI-EdTech表现出更高信任度。同时，不同地理位置和文化背景下教师的AI-EdTech信任度存在差异，但未发现基于年龄、性别或教育程度的人口学差异。本研究提供了与教师AI-EdTech信任度相关因素的综合国际性解释。建议在考虑教师文化价值观的基础上，提升其对AI-EdTech的理解与信任，以支持其在K-12教育中的应用。