#371: Cognitive Flexibility in the Acceptance of AI Tools in Mathematics Education within the Framework of the Technology Acceptance Model: The Mediating Role of Technostress

This study examines the role of cognitive flexibility in mathematics teachers’ acceptance of AI-based tools and the mediating effect of technostress. Using a correlational design with 127 teachers, findings revealed that cognitive flexibility reduces technostress and increases technology acceptance. Mediation analysis showed that technostress partially mediates this relationship. Results suggest that cognitive flexibility facilitates adaptation to technological innovations, while technostress acts as a barrier, highlighting the importance of supporting teachers’ psychological readiness for AI integration.