Year: 2026
Type: preprint
Study design: Observational Study
Abstract: This study evaluated how respondents rated proposed benefits of artificial intelligence (AI)-powered open educational resources (OER) and whether a 16-item questionnaire distinguished access, inclusion, personalisation and school support. An online cross-sectional survey circulated through education-related networks in Ghana yielded 201 responses; 198 remained after location screening. Agreement ranged from 46.0% to 56.6% for educational-benefit statements and 39.4% to 46.5% for school-support statements. Benefit-domain heterotrait-monotrait (HTMT) ratios ranged from 1.040 to 1.085; decomposition showed moderate cross-domain item correlations relative to weaker within-domain correlations. Pearson and polychoric parallel analyses each retained one component, while exploratory factor and pairwise confirmatory comparisons did not recover the four intended item groups. The results document insufficient discriminant validity in this instrument, not equivalence of the educational concepts. Combining item frequencies, correlation decomposition and ordinal-sensitivity diagnostics provides a reproducible assessment of the specific questionnaire and identifies concrete priorities for item redesign and independent validation.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7225336150