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Peer-reviewedCC BYScientific Reports

SEM-based parallel and serial mediation linking instructor technology integration competence to academic performance in AI-supported online learning

  • Münevver Başman1
  • Gökçen Seyra Çakır2
  1. 1Department of Educational Sciences, Measurement and Evaluation in Education, Marmara University
  2. 2Department of Educational Sciences, Educational Administration, Marmara University
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Abstract

This study advances understanding of AI-enhanced online teacher education by investigating novel psychological and social mechanisms linking instructor technology integration competence in AI-supported online learning contexts to student academic performance using a structural equation modeling (SEM) framework. The measurement model was first validated, after which a parallel-sequential mediation structural model was tested. Drawing on the Community of Inquiry framework, we propose and test two complementary pathways: a psychological pathway operating through self-leadership and a social pathway operating through online sociability, both converging on student engagement before influencing academic outcomes. Using parallel-sequential mediation models with data from 339 preservice teachers, this research proposes a novel framework for examining how instructor technology integration competence in AI-supported online learning contexts translates into student success through parallel mediation by self-leadership and sociability, followed by sequential mediation through online student engagement. Findings offer actionable insights for teacher educators seeking to optimize AI-enhanced instruction in online learning environments.

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Cite

BibTeXRIS
BibTeX
@article{basman2026sembased,
  title = {{SEM-based parallel and serial mediation linking instructor technology integration competence to academic performance in AI-supported online learning}},
  author = {Münevver Başman and Gökçen Seyra Çakır},
  journal = {Scientific Reports},
  year = {2026},
  month = jul,
  doi = {10.1038/s41598-026-64469-w},
  url = {https://doi.org/10.1038/s41598-026-64469-w},
  note = {CC BY},
}
RIS
TY  - JOUR
TI  - SEM-based parallel and serial mediation linking instructor technology integration competence to academic performance in AI-supported online learning
AU  - Münevver Başman
AU  - Gökçen Seyra Çakır
PY  - 2026
DA  - 2026/07/01
JO  - Scientific Reports
DO  - 10.1038/s41598-026-64469-w
UR  - https://doi.org/10.1038/s41598-026-64469-w
AB  - This study advances understanding of AI-enhanced online teacher education by investigating novel psychological and social mechanisms linking instructor technology integration competence in AI-supported online learning contexts to student academic performance using a structural equation modeling (SEM) framework. The measurement model was first validated, after which a parallel-sequential mediation structural model was tested. Drawing on the Community of Inquiry framework, we propose and test two complementary pathways: a psychological pathway operating through self-leadership and a social pathway operating through online sociability, both converging on student engagement before influencing academic outcomes. Using parallel-sequential mediation models with data from 339 preservice teachers, this research proposes a novel framework for examining how instructor technology integration competence in AI-supported online learning contexts translates into student success through parallel mediation by self-leadership and sociability, followed by sequential mediation through online student engagement. Findings offer actionable insights for teacher educators seeking to optimize AI-enhanced instruction in online learning environments.
SN  - 2045-2322
ER  -