The “TOP” drivers of academics’ adoption of ChatGPT in teaching

Abstract

Purpose The purpose of this research is to investigate the factors that affect educators’ adoption of ChatGPT for teaching activities. Design/methodology/approach Using the TOP framework, this research uses a survey methodology, gathering data from 479 higher education staff across various universities and countries. Findings This study reveals that performance expectancy, effort expectancy, artificial intelligence (AI) learning and anxiety indirectly affect the adoption of ChatGPT by enhancing attitudes and self-efficacy. Notably, AI exposure and perceived support do not have a significant impact. Overall, the model accounts for 55% of the variance in ChatGPT adoption intentions. Practical implications The findings suggest that technology and personnel-related factors can improve the adoption of ChatGPT for teaching, while organisational factors are less influential. This has important implications for educational institutions considering the integration of AI tools. Originality/value This research contributes to the limited literature on educators’ use of ChatGPT in teaching, providing insights into the underlying factors that facilitate or hinder its adoption in the educational landscape.

Ähnliche Arbeiten