Purpose The purpose of the study is to explain the perceived benefits and perceived privacy concerns of AI’s effects on willingness to disclose personal information to AI while explaining the moderating effect of perceived knowledge of AI.  Design/methodology/approach With the explanatory purpose in mind was firstly a deductive approach of research applied. The researchers further applied a quantitative approach of research in the form of a questionnaire. A total number of 193 responses of the questionnaire was validly collected. Furthermore, 10 hypotheses were conducted in order to investigate the relationships within research. Findings The findings are that perceived knowledge of AI does not have a positive moderating effect on any of the perceived benefits of AI nor perceived concerns of AI effectiveness on willingness to disclose personal information to AI. The findings also show that perceived privacy concerns of AI have a negative effect on willingness to disclose personal information to AI. Perceived personalization benefits, perceived health benefits and perceived financial benefits of AI have a positive effect on willingness to disclose personal information to AI.  Research contributions/limitations The research contributes to current research by highlighting the importance of context in regard to privacy calculus in order to improve on the model’s ability to explain variations. The research is limited by its data being skewed towards younger people and thus the study is representative of a younger Swedish sample.  Practical implications The research shows that it is important for both businesses and policy makers to take into consideration that individuals possess a higher perceived privacy concern of AI in comparison to the benefits when it comes to disclosing personal information to AI. Highlighting the importance of educating individuals in how AI actually function, as it is implied that the benefits are valued but it does not make individuals more willing to disclose personal information to AI.   Originality/value The originality of the study is that it makes use of the context of AI in relation to the privacy calculus, which has not been done before. Additionally, incorporating specific benefits as opposed to explaining the general perception of AI benefits, the study is able to explain more specifically how different benefits of AI affect individual’s willingness to disclose personal information to AI.

The development of AI (artificial intelligence) and AI tools has advanced rapidly and has affected teaching in many ways. For example, The Swedish National Agency for Education (Skolverket) now recommends teachers to not use written assignments for grading to ensure that the students have not used AI tools. The purpose of this study was to better understand teachers’ attitudes towards AI tools, their knowledge of them and their experiences of AI tools in relation to their subject specific education and exam methods. The research questions were striving to investigate teachers’ knowledge and use of AI tools in their professional practice, their attitudes towards AI tools, how they have adapted exams and assignments, and how the characteristics of the subjects that the teachers teach affects potential differences in attitudes and exam methods. Seven subject teachers teaching various subjects at the upper secondary and lower secondary levels were interviewed about their attitudes and experiences of AI tools in relation to their teaching through semi-structured interviews. The results showed that teachers generally had limited knowledge about AI tools, despite several of them having participated in professional development regarding AI at their workplaces. The teachers discussed their opinions and experiences regarding AI tools as a tool for cheating, their views on AI tools as a source of knowledge, how AI tools have or will affect schools and the society, how AI tools challenge the teaching role, and their views on using AI tools for assessing student assignments. The teachers also talked about how they have adapted, or not adapted, their exam methods to the development of AI tools and the new recommendations from Skolverket. The results from the interviews were analyzed using the theoretical framework TPACK to break down the teachers' knowledge of AI tools in relation to teaching. In the discussion, the results are compared with previous research, AI tools in relation to teaching are discussed, and suggestions for future research are given. / Utvecklingen av AI (artificiell intelligens) och AI-verktyg har gått snabbt framåt och påverkat skolan och undervisningen på flera sätt. Exempelvis rekommenderar Skolverket numera att lärare inte använder skriftliga inlämningsuppgifter som betygsunderlag för att säkerställa en rättssäker betygssättning. Syftet med denna undersökning var att få mer kunskap om lärares attityder till, kunskaper om och erfarenheter av AI-verktyg i relation till deras ämnesundervisning och betygsgrundande moment. Frågeställningarna var kopplade till att undersöka lärarnas kunskaper och användning av AI-verktyg i sin yrkesutövning, vilka attityder de har till AI-verktyg, hur de anpassat betygsgrundande moment och provtillfällen och hur lärares ämnestillhörighet påverkar eventuella skillnader i attityder och provmetoder. Till undersökningen intervjuades sju verksamma ämneslärare i olika ämnen på gymnasiet och högstadiet om deras attityder och erfarenheter av AI-verktyg i relation till deras undervisning genom semi-strukturerade intervjuer. Resultatet visade att lärarna hade låga kunskaper om AI-verktyg, trots att flera av dem fått tagit del av kompetensutveckling på arbetsplatsen. Lärarna berättade bland annat om deras åsikter och erfarenheter kring AI-verktyg som ett fuskverktyg, hur de ser på AI-verktyg som källa till kunskap, hur AI-verktyg har eller kommer påverka skolan och samhället, hur AI-verktyg utmanar lärarrollen och hur de ser på att använda AI-verktyg för att bedöma elevuppgifter. Lärarna berättade också om hur de anpassat, eller inte anpassat, sina provmetoder till utvecklingen av AI-verktyg och Skolverkets nya rekommendationer. Resultatet analyserades med det teoretiska ramverket TPACK för att bryta ner lärarnas kunskap om AI-verktyg i relation till undervisningen. I diskussionen jämförs resultatet med tidigare forskning, AI-verktyg i relation till undervisning diskuterad och förslag på framtida forskning ges.