Promoting Responsible AI Adoption in Academia: A Case Study of ChatGPT Usage with ETAM at the University of Tehran

This study investigates the behavioral intention of students at the University of Tehran to use ChatGPT as an educational support tool, using an Extended Technology Acceptance Model (ETAM) that builds upon the original TAM framework. Core constructs such as perceived usefulness, ease of use, attitude, and behavioral intention were examined alongside extended variables including privacy, security, trust, social influence, and technical knowledge. Based on data collected from ۳۳۰ students across various disciplines and analyzed through structural equation modeling, the findings indicate that attitude is by far the strongest predictor of behavioral intention (β = ۰.۷۹۵), followed by perceived usefulness and ease of use. Technical knowledge significantly enhances perceived ease of use but exerts only an indirect influence on attitude and behavioral intention. Although privacy and security concerns remain relevant, their impact is mediated through trust and (to a lesser extent) social influence, and neither trust nor social influence directly affects attitude or behavioral intention. This study confirms the robustness of the TAM framework in explaining AI adoption in education and highlights the importance of perceived usefulness, ease of use, and positive attitude as primary drivers. The findings suggest that universities should focus primarily on improving the perceived usefulness and ease of use of generative AI tools, while continuing to strengthen digital literacy initiatives and address privacy and security concerns in order to support responsible and effective integration of tools such as ChatGPT into teaching and learning.

کلیدواژه ها:

AI Adoption ، ChatGPT ، AI in Education ، Technology Acceptance Model ، Student’s Behavior.