Factors Impacting the Adoption and Acceptance of ChatGPT in Educational Settings: A Narrative Review of Empirical Studies

Abstract

This narrative review synthesizes and analyzes empirical studies on the adoption and acceptance of ChatGPT in higher education, addressing the need to understand the key factors influencing its use by students and educators. Anchored in theoretical frameworks such as the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), Diffusion of Innovation (DoI) Theory, Technology–Organization–Environment (TOE) model, and Theory of Planned Behavior, this review highlights the central constructs shaping adoption behavior. The confirmed factors include hedonic motivation, usability, perceived benefits, system responsiveness, and relative advantage, whereas the effects of social influence, facilitating conditions, privacy, and security vary. Conversely, technology readiness and extrinsic motivation remain unconfirmed as consistent predictors. This study employs a qualitative synthesis of 40 peer-reviewed empirical studies, applying thematic analysis to uncover patterns in the factors driving ChatGPT adoption. The findings reveal that, while the traditional technology adoption models offer valuable insights, a deeper exploration of the contextual and psychological factors is necessary. The study’s implications inform future research directions and institutional strategies for integrating AI to support educational innovation.

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