https://journal.otessa.org/index.php/oj <p><span style="font-weight: 400;">The <em>Open/Technology in Education, Society, and Scholarship Association</em> (OTESSA) <em>Journal</em> is a peer-reviewed journal that welcomes papers on all aspects of educational technology, including online learning, technology-mediated learning, social media, open education, digital and open scholarship, emerging technologies for learning or research, and other topics or interdisciplinary ways in which technology and society intersect.</span></p> Open/Technology in Education, Society, and Scholarship Association (OTESSA) en-US The Open/Technology in Education, Society, and Scholarship Association Journal 2564-4726 <p>Authors contributing to the OTESSA Journal agree to release their articles under the <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International</a> (CC BY 4.0) license. This licence allows this work to be copied, distributed, remixed, transformed, and built upon for any purpose provided that appropriate attribution is given, a link is provided to the license, and changes made were indicated.</p> <p>Authors retain copyright of their work and grant the OTESSA Journal right of first publication.</p> <p>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the OTESSA Journal.</p> https://journal.otessa.org/index.php/oj/article/view/89 <p>The adoption of Generative Artificial Intelligence (GenAI) has gained popularity since late 2022, sparking discussions about its role in education. An important issue is understanding teachers' perceptions of this technology, given that teachers are seen as key actors in integrating GenAI into teaching and learning processes. This qualitative research explores secondary school teachers' perceptions of GenAI, using an adapted Technology Acceptance Model (TAM) and Rogers' Diffusion of Innovation Model. TAM, known for assessing user acceptance of technology, was employed to gauge perceptions, while Rogers' model provided insights into how teachers distribute across GenAI adoption stages, from innovators to late adopters. Data was collected through semi-structured interviews and an online survey with 20 in-service teachers from Flanders, Belgium. Findings reveal mixed attitudes among teachers towards GenAI, as participants express enthusiasm about its potential for time-saving and personalized learning benefits, while also voicing significant concerns about plagiarism, GenAI’s trustworthiness, and its possible negative impact on students’ cognitive abilities. The study also highlights the current lack of sufficient training and support for teachers integrating GenAI.</p> Alanur Ahsen Dalyanci Lobke Mast Kristina Krushinskaia Annelies Raes Copyright (c) 2025 Alanur Ahsen Dalyanci, Lobke Mast, Kristina Krushinskaia, Annelies Raes https://creativecommons.org/licenses/by/4.0 2025-05-20 2025-05-20 5 1 1 50 10.18357/otessaj.2025.5.1.89