Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics

The appearance of Artificial Intelligence implementations, such as textbased virtual assistants (chatbots) in education is relatively new. These implementations can be useful for helping teachers and students to solve both educational questions and routine tasks. This paper exam­ ines the factors that explain teachers' acceptance of chatbots through the dimensions of the Technology Acceptance Model (perceived use­ fulness and perceived ease of use), its conversational design (use of social language and proactiveness), and the teachers' age and digital skills. The data collection process included a pre-test and an online survey with four different types of chatbots. We analyse 225 responses of primary and secondary education teachers. The results show that the perceived easiness and perceived usefulness leads to greater acceptance of chatbots. As for the chatbots' features, formal language by a chatbot leads to a higher intention of using them. These results can help in chatbot design and communication decisions, improving the acceptance of the educational community. ARTICLE HISTORY Received 2 July 2020 Accepted 10 November 2020 KEYWORDS Chatbot; education; teachers; TAM; proactiveness; social language; digital skills Introduction When people access some universities' web pages, they find a pop-up saying: "Hello! I am the virtual assistant of the University Information Service. I am here to help you". For example, this service is called Quizbot at the

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Empirical Antifungal Therapy Improves Survival in Patients With Acute-on-Chronic Liver Failure With Suspected Invasive Fungal Infections: A Pragmatic Randomized Trial

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Nurses ’ Roles and Challenges in Interprofessional Home-Based Palliative Care: A Systematic Review of Qualitative Studies

Home-based palliative care (HBPC) aims to enhance patients' quality of life through holistic and sustainable approach, with nurses acting as key coordinators in interprofessional collaboration. However, their specific roles and the challenges they face remain underexplored. This systematic review aimed to map the role of nurses in interprofessional collaboration in HBPC and identify associated challenges. The review addressed two research questions: "What is the role of nurses in interprofessional collaboration in HBHC?" and "What challenges do nurses face in fulfilling their collaborative roles?". Literature searches were conducted in January 2025 using Scopus, PubMed, ScienceDirect, Wiley, and Sage databases. Inclusion criteria were original quali tative studies published in the past 10 years that specifically focused on the role of nurses in interprofessional collaboration within palliative care settings, including home-based palliative care, palliative home care, and hospice services. The review followed PRISMA guidelines and was registered in PROSPERO (CRD420251011837). Study quality was assessed using the Joanna Briggs Institute criteria, and a thematic synthesis was conducted. From 3175 records, 12 articles met the inclusion criteria, involving 447 participants. The roles of nurses identified in HBPC included holistic symptom management, psychosocial and spiritual support, patient and family education, and coordination of healthcare teams. Challenges encountered included poor team coordination, limited organizational support, lack of adequate training, and technological barriers. Nurses are essential to effective interprofessional collaboration in HBPC. Addressing the challenges they face requires capacity-building str ategies, enhanced organizational support, and improved use of technology to strengthen service deliver.

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