2026· International journal of research and innovation in social science· 0 citations
TL;DR
This study explores teachers’ attitudes towards the adoption of ChatGPT as a learning technology, focusing on its potential benefits, limitations and implications for education and can assist policymakers, educators and technology developers in collaborating to implement practical and ethical AI-enabled tools like ChatGPT.
Abstract
In recent years, artificial intelligence (AI) technologies have become increasingly prominent in education, with ChatGPT emerging as a notable tool that enhances learning experiences. This study explores teachers’ attitudes towards the adoption of ChatGPT as a learning technology, focusing on its potential benefits, limitations and implications for education. A quantitative approach was employed, involving an online survey targeting university educators. The survey assessed teachers’ perceptions of ChatGPT in higher education and identified barriers to its implementation. The conceptual framework integrates elements from the Technology Acceptance Model, the Unified Theory of Acceptance and Use of Technology and insights from risk perception theory. Data analysis was conducted using Partial Least Squares Structural Equation Modelling with SMART PLS software, ensuring reliability and discriminant validity. Findings indicate that most teachers view ChatGPT as an effective tool for enhancing student motivation, personalised learning and critical thinking. While teaching experience fosters positive perceptions and reduces perceived risks, it does not significantly influence challenges or trust in adoption decisions. Nonetheless, challenges persist, particularly regarding the reliability of information generated by ChatGPT. This study can assist policymakers, educators and technology developers in collaborating to implement practical and ethical AI-enabled tools like ChatGPT. Ultimately, while ChatGPT holds significant potential as an educational technology, its effectiveness hinges on addressing technical and pedagogical challenges.
Practical implications from the context of the Global South, such as Vietnam, emphasizing the need for international support and international collaboration to enhance not only the usefulness of ChatGPT for lesson planning but also teacher education and technology integration are provided.
Minh Chau Diep, Minh Tri Nguyen· Journal of International Stu...· 0 citations
The proliferation of artificial intelligence tools, most notably ChatGPT, has driven fundamental shifts in pedagogical approaches and methodologies within general education. In the context of contemporary digital transformation in education, this study explores the factors influencing high school students' attitudes toward utilizing ChatGPT in mathematics learning. Quantitative data were gathered from 389 valid survey responses from high school students in Hanoi and several other provinces, including Lao Cai and Phu Tho. Drawing upon the theoretical framework of Unified Theory of Acceptance and Use of Technology, the empirical analysis indicates that Performance Expectancy, Effort Expectancy, and Social Influence exert statistically significant positive impacts on students' attitudes toward ChatGPT usage; conversely, technology anxiety exhibits a negative impact. These findings initially provide a scientific foundation to support educational institutions in formulating effective strategies to integrate digital tools like ChatGPT into the curriculum, thereby enhancing digital technology application capabilities across the education sector.
L. Nguyen, Minh Hoàng Châu Phan, Anh Ngọc Minh Đinh et al.· Social Science and Human Res...· 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
Education institutions should focus on developing chatbot system programs with high efficiency, elegance and academic aptness while promoting their usage through institutional initiatives alongside peer influence, to increase student acceptance and intent to engage.
Kamireddy Srilekha, J. Naik, Vamsi Dasi· International Journal of Tec...· 0 citations
This study aims to examine the factors influencing university students' level of ChatGPT use and the impact of this use on their using ChatGPT. With the increasing integration of artificial intelligence-based tools in higher education, understanding students' perceptions and experiences with such technologies is critical for restructuring teaching and learning processes. The study was designed using an explanatory correlational model, a quantitative research design, and employed validated and reliable scales as data collection tools. Data were collected from 835 university students across Türkiye and analyzed using structural equation modeling. The findings revealed that interactive learning, interaction quality, information quality, collaborative learning, perceived ease of use, and perceived usefulness all had a significant and positive effect on students’ ChatGPT usage. Furthermore, the level of ChatGPT use was found to have a meaningful impact on students’ learning satisfaction. These results suggest that ChatGPT is not only a tool that facilitates access to information but also acts as a supportive learning partner in fostering interactive and student-centered learning environments. The study concludes that effective integration of AI-based systems in higher education can enhance students' academic motivation and learning satisfaction. Accordingly, it is recommended that universities structure their digital transformation strategies with pedagogical considerations and guide their implementation based on principles of ethical use.
Unknown authors· Osmaniye Korkut Ata Üniversi...· 0 citations
This study investigated the cognitive, affective, and value-based determinants of higher education learners’ intention to continue using AI chatbot assistance with the extended Technology Continuance Theory (TCT), demonstrating that perceived usefulness and perceived ease of use play central roles in shaping learners’ attitudes, attitudes, and continuance intention.
K. Kavitha, V. P. Joshith· Journal of educational compu...· 0 citations
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