Exploring college educators’ behavioral intentions towards ChatGPT
A UTAUT2 framework analysis
Bibliographic Data
| ID | 22168446 |
|---|---|
| Authors | Mouna Abou Assali (0000-0002-9113-3751, Academy of Public Administration), Kathy O’Sullivan (Canadian University of Dubai), Kathy O'Sullivan (0000-0002-8078-3206, Canadian University of Dubai) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-06-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1824013 |
| OpenAlex | W7164347642 |
| Language | EN |
| References cited | 65 |
The adoption of AI-based Chatbots, including ChatGPT, can transform the education sector. Thus, this study has used the UTAUT2 framework to examine the factors that lead to the adoption of ChatGPT among college educators. The data were gathered from 385 college educators across different subjects and analyzed using SPSS and Smart PLS4 with structural equation modeling based on partial least squares (PLS-SEM). The results indicated that science and other subject educators are more inclined to adopt ChatGPT. Furthermore, the findings revealed that performance expectancy, effort expectancy, habit, facilitating conditions, and price significantly influence college educators’ behavioral intention towards ChatGPT. This intention will lead to the actual usage of ChatGPT. The research can help create positive word-of-mouth about ChatGPT's use in education. Its efficient, wise, and positive use will create ease for teachers
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| Highly cited | No |
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