Integrating generative artificial intelligence in African higher education

University students’ awareness, attitudes, and use of ChatGPT in Zambia

Bibliographic Data

ID22163497
AuthorsSteward Mudenda (0000-0003-1692-8981, University of Zambia), Moses Mukosha (0000-0002-6079-0564, University of Zambia), Ruth Lindizyani Mfune (0000-0001-9707-2673, Copperbelt University), Bernard Kathewera (Department of Pharmacy, Queen Elizabeth Central Hospital), Imukusi Mutanekelwa (0000-0001-6798-2799, Copperbelt University), Boris Mwanza (Eden University), Webrod Mufwambi (0000-0003-1952-1423, University of Zambia), Muchindu Hampango (Boitekanelo College), Kingsley Kamvuma (0000-0001-7311-5122, Mulungushi University), Martha Mwaba (Resident Doctors Association of Zambia, Ministry of Health), Tumelo Muyenga (Mulungushi University), Chikwanda Chileshe (CNR de la Résistance aux Antibiotiques), Mildred Zulu (0000-0002-3250-4196, University of Zambia), Rabecca Tembo (University of Zambia), Florence Mwaba (University of Zambia), Stefan Kafwimbi (University of Zambia), Adriano Focus Lubanga (0000-0002-5491-5412, Kamuzu Central Hospital), Chintu Choolwe Simweene (Mulungushi University), Shafiq Mohamed (York and Scarborough Teaching Hospitals NHS Foundation Trust), Mohamed Sekkarie (0000-0002-9859-6257, York Teaching Hospital NHS Foundation Trust), Ngoni Veddie Muzondo (Generational Stewards for Antimicrobials), NV Muzondo (Antimicrobial Materials (United States)), Andrew Silungwe (University of Zambia), Mapenzi Masilani (Copperbelt University), Patience Amutuhaire (Mbarara University of Science and Technology), Nathan Mugenyi (Mbarara University of Science and Technology), Roland Nnaemeka Okoro (0000-0002-6391-5000, University of Maiduguri), Jimmy Hangoma (Lusaka Apex Medical University), Victor Daka (0000-0001-9490-5609, Copperbelt University), Brian Godman (0000-0001-6539-6972, Sefako Makgatho Health Sciences University)
Year2026
Volume11
Publication date2026-04-10
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1814033
OpenAlexW7142686819
LanguageEN
References cited86

Background The rapid emergence of generative artificial intelligence (AI) tools such as ChatGPT is transforming teaching and learning practices in higher education. This study assessed the awareness, attitudes, and usage patterns of ChatGPT among university students in Zambia and examined factors associated with students’ attitudes toward the technology. Methods A multi-institutional cross-sectional study was conducted among 1,829 university students in Zambia using a structured questionnaire adapted from instruments informed by the Technology Acceptance Model (TAM). Data were analysed using SPSS version 26.0, with statistical significance set at p < 0.05. Results Among the 1,829 participants, 81.7% were aged 18–25 years, 52.5% were female, and 92.4% were unmarried. Overall, 96.8% of the students had heard of ChatGPT, and 85.6% reported having used it before this study. Among AI-usage constructs, 74.8% of respondents perceived high risks associated with AI use, 73.3% perceived ChatGPT as easy to use, 64.0% perceived it as useful, and 56.8% reported behavioural intention to use AI tools. In multivariable analysis, students aged ≥40 years were more likely to report positive attitudes toward ChatGPT compared with those aged 18–25 years (aOR = 5.91; 95% CI: 1.23–28.33; p = 0.026). Technology/social influence was also significantly associated with positive attitudes (aOR = 2.04; 95% CI: 1.55–2.68; p < 0.001). Conversely, perceived risks were associated with lower odds of positive attitudes (aOR = 0.57; 95% CI: 0.43–0.75; p < 0.001). Regarding ChatGPT use, perceived usefulness significantly predicted higher usage (aOR = 1.49; 95% CI: 1.17–1.89; p = 0.001), while perceived risks were associated with reduced usage (aOR = 0.61; 95% CI: 0.45–0.84; p = 0.003). Conclusion Awareness and use of ChatGPT are widespread among university students in Zambia, with more than four out of five students reporting prior use. Perceived usefulness and social influence were positively associated with adoption, whereas perceived risks were linked to lower attitudes and reduced use. These findings highlight the need for higher education institutions to develop clear policies and integrate AI literacy into curricula to promote responsible and effective use of generative AI technologies in academic environments

Generative grammar · Odds · Public university · Risk perception · AI in Service Interactions · Artificial Intelligence in Healthcare and Education · Digital Mental Health Interventions