인공지능 강사에 의한 ESG경영 교육이 학습자의 ESG에 대한 자기효능감에 미치는 영향

[Purpose]There are few studies on whether AI－based ESG management education contents have educational effects. Hence, the purpose of this paper is to demonstrate whether the characteristics of ESG management education contents produced by generative artificial intelligence affect learners’ self－efficacy toward ESG. Based on the hypothesis test results, academic and practical implications were presented. [Methodology]The data collection of this study was conducted after the participants watched a video on ESG management, and then a questionnaire was conducted. The structural equation research model was analyzed using SmartPLS 2.0 software. After that, hypothesis testing was performed. [Findings]As a result, the content quality affects the authenticity of AI instructors and training contents, which in turn has a significant effect on the satisfaction of the training participants and the self－efficacy of being able to perform ESG well. In addition, it was found that there are individual differences in the performance of ESG management education contents by artificial intelligence, as it is seen that the credibility of the training participants affects the authenticity. [Implications]By confirming the mediating effect of authenticity between content quality and satisfaction, DeLone and McLean’s IS success model was applied. In addition, more advanced from the existing AI evaluation research, the concept of authenticity was subdivided to arrive at a deeper understanding of the acceptance of AI－based ESG management education contents. In addition, based on the results of this study, implications for the production of educational contents by artificial intelligence instructors were provided.