Modeling School Teachers’ Ethical Use of AI Tools in English Instruction and Its Impact on Student Learning: A PLS-SEM Approach

This study investigates how school teachers integrate artificial intelligence tools ethically into English instruction and how this relates to student learning. We develop a multidimensional model that combines: (1) the ethics principles of the United Nations Educational, Scientific, and Cultural Organization; (2) an extended version of the Unified Theory of Acceptance and Use of Technology; and (3) a framework of teachers’ technological, pedagogical, and content knowledge specific to artificial intelligence. The model was tested with survey data from 384 English teachers in Arab schools under Israeli jurisdiction using partial least squares structural equation modeling. Results show that perceived ethical commitment and competence in artificial intelligence–related pedagogy strongly predict teachers’ intention to use these tools ethically; this intention, in turn, is the strongest predictor of student learning outcomes, exceeding the effect of reported classroom practices. Effort expectancy and social influence did not meaningfully predict ethical intention. Gender, age, teaching experience, and prior use of artificial intelligence showed no significant differences or associations with ethical attitudes. The findings refine technology adoption models by centering ethics and competence, and they suggest practical actions: targeted professional development and organizational policies that cultivate ethically grounded intentions while supporting student-centered learning.