Pre-Service Teachers’ Perceptions and Utilisation of ChatGPT in Higher Institutions using UTAUT Theory: Evidence from an Emerging Economy

Abstract

ChatGPT is a valuable tool for students, aiding in linguistic support, idea clarification, and quick material retrieval. However, issues like data security, privacy, and reliance on technology remain concerns. This study explored Nigerian pre-service teachers' perceptions and use of ChatGPT as it gains traction in education. Using a descriptive research method, data were collected via questionnaires from 450 pre-service teachers at two Nigerian colleges, selected through purposive sampling. Findings showed mixed feelings towards ChatGPT, with accessibility, response quality, and individual preferences as key factors shaping perception. Many pre-service teachers used ChatGPT as a supplementary study tool, though its reputation as a time-saver does not significantly influence their usage decisions. This study provided valuable insights for Nigerian educators and policymakers, underscoring the importance of personalised strategies to optimise ChatGPT’s benefits while addressing limitations. Enhancing digital literacy and providing support services are essential steps in bridging the digital divide and fostering effective technology integration in education.

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