This study examines adult learners’ responsible use of ChatGPT for academic writing by integrating technology acceptance with ethical awareness and proposes ethical awareness as an added construct and potential moderator of social influence—within UTAUT to better explain AI use in academic contexts.
Abstract
This study examines adult learners’ responsible use of ChatGPT for academic writing by integrating technology acceptance with ethical awareness. Motivated by unresolved questions about over-reliance, plagiarism, and authenticity, it extends the Unified Theory of Acceptance and Use of Technology (UTAUT) to account for ethical factors shaping intention and behavior. Using a sequential explanatory mixed-methods design, we surveyed 285 adult learners from Philippine higher education and conducted follow-up interviews with eight frequent ChatGPT users. Measurement results (PLS-SEM) showed satisfactory reliability and validity; structural paths indicated that performance expectancy, social influence, and facilitating conditions significantly predict behavioral intention, while effort expectancy does not; intention significantly predicts actual use. Thematic analysis revealed ethically oriented practices (e.g., paraphrasing, citation, originality checks) and peer-reinforced norms that regulate responsible adoption. We propose ethical awareness as an added construct and potential moderator of social influence—within UTAUT to better explain AI use in academic contexts. Findings inform guidelines and training that balance efficacy with integrity, and recommend policies that ensure equitable access. Future work should test extended models including trust, critical-thinking competence, and broader digital literacy, ideally through longitudinal designs to observe how adoption and ethics co-evolve.
To examine the effects of performance expectancy, effort expectancy, social influence, and facilitating conditions on university students’ behavioural intention to use and actual use of ChatGPT in higher education, while assessing the moderating role of ethical awareness. Methods: The proposed study adopts a quantitative cross-sectional survey design. Data will be collected from university students and analysed using structural equation modelling. Guided by the Unified Theory of Acceptance and Use of Technology, the model evaluates the technological, social, institutional, and ethical factors influencing students’ adoption and use of ChatGPT. Results: The proposed model suggests that students’ behavioural intention and actual use of ChatGPT are influenced by its perceived usefulness, ease of use, social influence, and the availability of institutional and technological support. Ethical awareness is expected to moderate these relationships because ChatGPT use may raise concerns related to academic integrity, plagiarism, overreliance, privacy, fairness, and reduced critical thinking. Conclusion: The study contributes to the literature by integrating technology acceptance with responsible AI use in higher education. It provides a framework for examining ChatGPT adoption patterns, students’ motivations for using the technology, and its implications for academic integrity, while offering practical guidance for universities, educators, and policymakers in developing AI literacy programmes and responsible-use policies.
Naga Thevan Mano Karan, Muhammad Hassan Arshad, Saralah Devi Mariamdaran Chethiyar et al.· Journal of Psychology &...· 0 citations
This study aimed to explore students’ perceptions and ethical use of ChatGPT in completing English assignments. The research employed an explanatory sequential mixed-method design that combined quantitative and qualitative approaches. The participants were 68 students from the English Education Study Program at Khairun University, selected through purposive sampling. Data were collected through questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed descriptively to enrich the quantitative findings. The results showed that students generally had positive perceptions of ChatGPT, with an overall mean score of 3.66 across seven dimensions: input, process, output, outcome, efficiency, academic ethics, and satisfaction. Students considered ChatGPT a useful learning tool, mainly for searching references and generating ideas. They reported that ChatGPT improved grammar, expanded vocabulary, enhanced assignment quality, and increased motivation and critical thinking. Participants also valued its efficiency in saving time and facilitating task completion. Furthermore, they demonstrated ethical awareness by reviewing, revising, and paraphrasing AI-generated content and recognizing the risk of overreliance. Overall, ChatGPT can serve as an effective learning support tool when used critically, ethically, and responsibly in higher education, particularly for English language learning in Eastern Indonesia.
Y. Yetty, Firmansyah Firmansyah, Susana R. Bahara et al.· GLENS: Global English Insigh...· 0 citations
The research obtained 55 open-ended survey responses from students and indicated that students generally perceive ChatGPT as a supportive learning tool when used responsibly, while also expressing concerns regarding dependency and unclear institutional guidance.
Masroor Alam, S. Dubey· International Journal of Eva...· 0 citations
It is concluded that ChatGPT has significant potential to complement traditional learning methods, provided it is used responsibly, and offers valuable implications for educators and policymakers in integrating AI tools effectively into educational settings.
H. Ibrahim, Dr. Rudresh Pandey, Nureen Waheda binti Mohd Nazdir et al.· Asian Pacific Journal of Man...· 0 citations
Examination of the relationship between competence, autonomy, and relatedness in academic writing in the context of ChatGPT usage shows positive perceptions of using ChatGPT in improving academic achievement, critical thinking skills, and the motivation of students.
Julina Munchar, T. A. Buhari, Sharifah Shahnaz Syed Husain et al.· International journal of res...· 0 citations
Findings carry pertinent pedagogical implications, suggesting that higher education practitioners should systematically integrate AI scaffolding into writing instruction to enhance self-regulated learning and writing behaviors.
Amirah Athirah Amir Yazid, N. Hasni, M. S. Y. Shak et al.· International journal of res...· 0 citations
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