What Makes Students Embrace Artificial Intelligence (AI) in Higher Education? Insights from the UTAUT Model
Keywords:
Artificial Intelligence, UTAUT, Technology Adoption, Higher Education, Academic Integrity
Abstract
The rapid advancement of artificial intelligence (AI) has significantly transformed higher education, offering opportunities to enhance learning while simultaneously posing risks of misuse, such as plagiarism and decreased critical thinking skills. This study investigates the determinants influencing students’ adoption and actual use of AI by applying the Unified Theory of Acceptance and Use of Technology (UTAUT). Using a descriptive-explanatory design with an ex post facto approach, data were collected through an online questionnaire distributed to students of the Faculty of Economics and Business, Universitas Negeri Surabaya. A total of 254 responses were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The results demonstrate that all four UTAUT constructs—performance expectancy, effort expectancy, social influence, and facilitating conditions significantly affect students’ intention to use AI, with performance expectancy emerging as the strongest predictor. Furthermore, intention to use AI has a substantial direct effect on actual AI usage behavior and mediates the relationship between the four exogenous variables and actual use. These findings indicate that students primarily adopt AI due to its perceived benefits and ease of use, while social and institutional factors play a supporting role. The study highlights the importance of fostering positive behavioral intentions through AI literacy and ethical guidelines to ensure responsible AI integration in higher education. By developing clear institutional policies and providing supportive infrastructures, universities can mitigate the risks of AI misuse while maximizing its potential to improve learning outcomes and uphold academic integrity.
References
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Chakraborty, M., & Al Rashdi, S. (2015). Venkatesh et al.'s Unified Theory of Acceptance and Use of Technology (UTAUT) (2003). In Information Seeking Behavior and Technology Adoption: Theories and Trends (pp. 220-236). https://doi.org/10.4018/978-1-4666-8156-9.ch015
Chavez, J. V., Cuilan, J. T., Mannan, S. S., Ibrahim, N. U., Carolino, A. A., Radjuni, A., Albani, S. E., & Garil, B. A. (2024). Discourse Analysis on the Ethical Dilemmas on the Use of AI in Academic Settings from ICT, Science, and Language Instructors [Article]. Forum for Linguistic Studies, 6(5), 349-363. https://doi.org/10.30564/fls.v6i5.6765
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Du, L., & Lv, B. (2024). Factors influencing students’ acceptance and use generative artificial intelligence in elementary education: an expansion of the UTAUT model [Article]. Education and Information Technologies, 29(18), 24715-24734. https://doi.org/10.1007/s10639-024-12835-4
Elkhatat, A. M. (2023). Evaluating the authenticity of ChatGPT responses: a study on text-matching capabilities [Article]. International Journal for Educational Integrity, 19(1), Article 15. https://doi.org/10.1007/s40979-023-00137-0
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Gupta, K. P. (2024). Understanding teachers’ intentions and use of AI tools for research [Article]. Journal of E-Learning and Knowledge Society, 20(2), 13-25. https://doi.org/10.20368/1971-8829/1135969
Hair, J. F., Sarstedt, M., Hopkins, L., & G. Kuppelwieser, V. (2014). Partial least squares structural equation modeling (PLS-SEM). European Business Review, 26(2), 106-121. https://doi.org/10.1108/EBR-10-2013-0128
Hasan, N., Polin, J. A., Ahmmed, M. R., Sakib, M. M., Jahin, M. F., & Rahman, M. M. (2024). A novel approach to analyzing the impact of AI, ChatGPT, and chatbot on education using machine learning algorithms [Article]. Bulletin of Electrical Engineering and Informatics, 13(4), 2951-2958. https://doi.org/10.11591/eei.v13i4.7158
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Ke, Q., Gong, Y., & Ke, C. (2025). Bridging AI literacy and UTAUT constructs: structural equation modeling of AI adoption among Chinese university students [Article]. Humanities and Social Sciences Communications, 12(1), Article 1452. https://doi.org/10.1057/s41599-025-05775-y
Lavidas, K., Voulgari, I., Papadakis, S., Athanassopoulos, S., Anastasiou, A., Filippidi, A., Komis, V., & Karacapilidis, N. (2024). Determinants of Humanities and Social Sciences Students’ Intentions to Use Artificial Intelligence Applications for Academic Purposes [Article]. Information (Switzerland), 15(6), Article 314. https://doi.org/10.3390/info15060314
Luciano, R. G. (2024). The Dual Impact of ChatGPT on Learning and Ethics among Bachelor of Science in Information Technology (BSIT) Students [Article]. International Journal of Learning, Teaching and Educational Research, 23(12), 78-95. https://doi.org/10.26803/ijlter.23.12.5
Ly, B., Doeur, B., & nat, S. (2024). Key factors influencing digital learning adoption among cambodian university students: An integrated theoretical approach [Article]. Computers in Human Behavior Reports, 15, Article 100460. https://doi.org/10.1016/j.chbr.2024.100460
Martínez-Requejo, S., Redondo-Duarte, S., Jiménez-García, E., & Ruiz-Lázaro, J. (2025). Technoethics and the use of artificial intelligence in educational contexts: Reflections on integrity, transparency, and equity. In Pitfalls of AI Integration in Education: Skill Obsolescence, Misuse, and Bias (pp. 225-250). https://doi.org/10.4018/979-8-3373-0122-8.ch010
Mat Yusoff, S., Mohamad Marzaini, A. F., Hao, L., Zainuddin, Z., & Basal, M. H. (2025). Understanding the role of AI in Malaysian higher education curricula: an analysis of student perceptions [Article]. Discover Computing, 28(1), Article 62. https://doi.org/10.1007/s10791-025-09567-5
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Minh Dung, T., Nguyen, V. K., Minh Tri, D. C., Dieu Ban, B. H., & Chi Quoc, P. L. (2024). Mathematics Student Teachers’ Behavioural Intention Using ChatGPT [Article]. Canadian Journal of Learning and Technology, 50(3). https://doi.org/10.21432/cjlt28665
Montoya-Cantoral, E., Espinoza-Suarez, S. M., Acra-Despradel, C., Mamani-Calcina, J., Ponce-Aranibar, M. P., Villalba-Condori, K. O., & Cardona-Reyes, H. (2023). Analysis of Institutional Policies on the Use of Chat GPT in Peruvian Universities. Proceedings - JICV 2023: 13th International Conference on Virtual Campus,
Murtiningsih, S., Sujito, A., & Soe, K. K. (2024). Challenges of using ChatGPT in education: a digital pedagogy analysis [Article]. International Journal of Evaluation and Research in Education, 13(5), 3466-3473. https://doi.org/10.11591/ijere.v13i5.29467
Narayan, M., & Saharan, L. K. (2024). Reshaping Engineering Technology Education: Fostering Critical Thinking through Open-Ended Problems in the Era of Generative AI. ASEE Annual Conference and Exposition, Conference Proceedings,
Okela, A. H. (2024). Artificial Intelligence and the Future of Journalism Education: Opportunities and Challenges in Egypt [Article]. Journalism and Mass Communication Educator. https://doi.org/10.1177/10776958241296502
Panit, N. M. (2024). Can critical thinking and AI work together? Observations of science, Mathematics, and language instructors [Article]. Environment and Social Psychology, 9(11), Article 3141. https://doi.org/10.59429/esp.v9i11.3141
Spirgi, L., Seufert, S., Delcker, J., & Heil, J. (2024). Student Perspectives on Ethical Academic Writing with ChatGPT: An Empirical Study in Higher Education. International Conference on Computer Supported Education, CSEDU - Proceedings,
Tahat, D. N., Habes, M., Tahat, K., Pasha, S. A., Attar, R. W., Al-Rahmi, W. M., & Alblehai, F. (2023). Technology Enhanced Learning in Undergraduate Level Education: A Case Study of Students of Mass Communication [Article]. Sustainability (Switzerland), 15(21), Article 15280. https://doi.org/10.3390/su152115280
Toma, R. B., & Yánez-Pérez, I. (2024). Effects of ChatGPT use on undergraduate students’ creativity: a threat to creative thinking? [Article]. Discover Artificial Intelligence, 4(1), Article 74. https://doi.org/10.1007/s44163-024-00172-x
Topcan, U. (2025). Piercing the "digital veil" in the intellectual and artistic works created through AI. In Legal and Economic Perspectives on the Nexus of AI and Copyright (pp. 297-314). https://doi.org/10.4018/979-8-3693-8704-7.ch014
Uppal, K., & Hajian, S. (2025). Students’ Perceptions of ChatGPT in Higher Education: A Study of Academic Enhancement, Procrastination, and Ethical Concerns [Article]. European Journal of Educational Research, 14(1), 199-211. https://doi.org/10.12973/eu-jer.14.1.199
Venkatesh, S., Rao, Y. K., Nagaraja, H., Woolley, T., Alele, F. O., & Malau-Aduli, B. S. (2020). Factors Influencing Medical Students' Experiences and Satisfaction with Blended Integrated E-Learning [Article]. Medical Principles and Practice, 29(4), 396-402. https://doi.org/10.1159/000505210
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead [Article]. Journal of the Association for Information Systems, 17(5), 328-376. https://doi.org/10.17705/1jais.00428
Wang, J., & Cornely, P. R. (2023). Addressing Academic Misconduct in the Age of ChatGPT: Strategies and Solutions. ACM International Conference Proceeding Series,
Williams, R. T. (2023). The ethical implications of using generative chatbots in higher education [Article]. Frontiers in Education, 8, Article 1331607. https://doi.org/10.3389/feduc.2023.1331607
Xie, Y., Wu, S., & Chakravarty, S. (2023). AI meets AI: Artificial Intelligence and Academic Integrity - A Survey on Mitigating AI-Assisted Cheating in Computing Education. SIGITE 2023 - Proceedings of the 24th Annual Conference on Information Technology Education,
Yavich, R. (2025). Will the Use of AI Undermine Students Independent Thinking? [Article]. Education Sciences, 15(6), Article 669. https://doi.org/10.3390/educsci15060669
Awal, M. R. (2024). Curse or blessing? Students’ experience from ChatGPT with an application of Colaizzi’s phenomenological descriptive method of enquiry and content analysis [Article]. Higher Education, Skills and Work-based Learning, 14(6), 1299-1313. https://doi.org/10.1108/HESWBL-09-2023-0249
Ayman, S. E., El-Seoud, S. A., Nagaty, K., & Karam, O. H. (2023). The Influence of ChatGPT on Student Learning and Academic Performance. ICCA 2023 - 2023 5th International Conference on Computer and Applications, Proceedings,
Bairy, V. (2025). AI-driven network optimization improving connectivity and user experience through intelligent design in smart education. In Smart Education and Sustainable Learning Environments in Smart Cities (pp. 59-75). https://doi.org/10.4018/979-8-3693-7723-9.ch004
Bikanga Ada, M. (2024). It Helps with Crap Lecturers and Their Low Effort: Investigating Computer Science Students’ Perceptions of Using ChatGPT for Learning [Article]. Education Sciences, 14(10), Article 1106. https://doi.org/10.3390/educsci14101106
Bin-Nashwan, S. A., Sadallah, M., & Bouteraa, M. (2023). Use of ChatGPT in academia: Academic integrity hangs in the balance [Article]. Technology in Society, 75, Article 102370. https://doi.org/10.1016/j.techsoc.2023.102370
Chaamwe, N. (2025). Investigating the Factors Influencing Students’ Adoption of Generative AIs in Universities: A Case of the Copperbelt University. Zambia ICT Journal, 8(1), 47-53. https://doi.org/10.33260/zictjournal.v8i1.340
Chakraborty, M., & Al Rashdi, S. (2015). Venkatesh et al.'s Unified Theory of Acceptance and Use of Technology (UTAUT) (2003). In Information Seeking Behavior and Technology Adoption: Theories and Trends (pp. 220-236). https://doi.org/10.4018/978-1-4666-8156-9.ch015
Chavez, J. V., Cuilan, J. T., Mannan, S. S., Ibrahim, N. U., Carolino, A. A., Radjuni, A., Albani, S. E., & Garil, B. A. (2024). Discourse Analysis on the Ethical Dilemmas on the Use of AI in Academic Settings from ICT, Science, and Language Instructors [Article]. Forum for Linguistic Studies, 6(5), 349-363. https://doi.org/10.30564/fls.v6i5.6765
Chen, K., Tallant, A. C., & Selig, I. (2024). Exploring generative AI literacy in higher education: student adoption, interaction, evaluation and ethical perceptions [Article]. Information and Learning Science. https://doi.org/10.1108/ILS-10-2023-0160
Du, L., & Lv, B. (2024). Factors influencing students’ acceptance and use generative artificial intelligence in elementary education: an expansion of the UTAUT model [Article]. Education and Information Technologies, 29(18), 24715-24734. https://doi.org/10.1007/s10639-024-12835-4
Elkhatat, A. M. (2023). Evaluating the authenticity of ChatGPT responses: a study on text-matching capabilities [Article]. International Journal for Educational Integrity, 19(1), Article 15. https://doi.org/10.1007/s40979-023-00137-0
Fachrurrozie, F., Nurkhin, A., Santoso, J. T. B., Mukhibad, H., & Wolor, C. W. (2025). Exploring the use of artificial intelligence in Indonesian accounting classes. Cogent Education, 12(1), 2448053. https://doi.org/10.1080/2331186X.2024.2448053
Gerlich, M. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking [Article]. Societies, 15(1), Article 6. https://doi.org/10.3390/soc15010006
Grassini, S., Aasen, M. L., & Møgelvang, A. (2024). Understanding University Students’ Acceptance of ChatGPT: Insights from the UTAUT2 Model. Applied Artificial Intelligence, 38(1), 2371168. https://doi.org/10.1080/08839514.2024.2371168
Gruenhagen, J. H., Sinclair, P. M., Carroll, J. A., Baker, P. R. A., Wilson, A., & Demant, D. (2024). The rapid rise of generative AI and its implications for academic integrity: Students’ perceptions and use of chatbots for assistance with assessments [Article]. Computers and Education: Artificial Intelligence, 7, Article 100273. https://doi.org/10.1016/j.caeai.2024.100273
Gupta, K. P. (2024). Understanding teachers’ intentions and use of AI tools for research [Article]. Journal of E-Learning and Knowledge Society, 20(2), 13-25. https://doi.org/10.20368/1971-8829/1135969
Hair, J. F., Sarstedt, M., Hopkins, L., & G. Kuppelwieser, V. (2014). Partial least squares structural equation modeling (PLS-SEM). European Business Review, 26(2), 106-121. https://doi.org/10.1108/EBR-10-2013-0128
Hasan, N., Polin, J. A., Ahmmed, M. R., Sakib, M. M., Jahin, M. F., & Rahman, M. M. (2024). A novel approach to analyzing the impact of AI, ChatGPT, and chatbot on education using machine learning algorithms [Article]. Bulletin of Electrical Engineering and Informatics, 13(4), 2951-2958. https://doi.org/10.11591/eei.v13i4.7158
Jain, A., & Pandita, D. (2024). AI-Driven Resource Allocation in E-Learning During Internet Fluctuations. 2024 International Conference on Innovation and Intelligence for Informatics, Computing, and Technologies, 3ICT 2024,
Jindal, A., Kumar, P., & Mishra, K. K. (2024). Harnessing AI: Unveiling Educator’s Intentions and Synergy in Education. Lecture Notes in Networks and Systems,
Kamruzzaman, M. M., Alanazi, S., Alruwaili, M., Alshammari, N., Elaiwat, S., Abu-Zanona, M., Innab, N., Mohammad Elzaghmouri, B., & Ahmed Alanazi, B. (2023). AI- and IoT-Assisted Sustainable Education Systems during Pandemics, such as COVID-19, for Smart Cities [Article]. Sustainability (Switzerland), 15(10), Article 8354. https://doi.org/10.3390/su15108354
Ke, Q., Gong, Y., & Ke, C. (2025). Bridging AI literacy and UTAUT constructs: structural equation modeling of AI adoption among Chinese university students [Article]. Humanities and Social Sciences Communications, 12(1), Article 1452. https://doi.org/10.1057/s41599-025-05775-y
Lavidas, K., Voulgari, I., Papadakis, S., Athanassopoulos, S., Anastasiou, A., Filippidi, A., Komis, V., & Karacapilidis, N. (2024). Determinants of Humanities and Social Sciences Students’ Intentions to Use Artificial Intelligence Applications for Academic Purposes [Article]. Information (Switzerland), 15(6), Article 314. https://doi.org/10.3390/info15060314
Luciano, R. G. (2024). The Dual Impact of ChatGPT on Learning and Ethics among Bachelor of Science in Information Technology (BSIT) Students [Article]. International Journal of Learning, Teaching and Educational Research, 23(12), 78-95. https://doi.org/10.26803/ijlter.23.12.5
Ly, B., Doeur, B., & nat, S. (2024). Key factors influencing digital learning adoption among cambodian university students: An integrated theoretical approach [Article]. Computers in Human Behavior Reports, 15, Article 100460. https://doi.org/10.1016/j.chbr.2024.100460
Martínez-Requejo, S., Redondo-Duarte, S., Jiménez-García, E., & Ruiz-Lázaro, J. (2025). Technoethics and the use of artificial intelligence in educational contexts: Reflections on integrity, transparency, and equity. In Pitfalls of AI Integration in Education: Skill Obsolescence, Misuse, and Bias (pp. 225-250). https://doi.org/10.4018/979-8-3373-0122-8.ch010
Mat Yusoff, S., Mohamad Marzaini, A. F., Hao, L., Zainuddin, Z., & Basal, M. H. (2025). Understanding the role of AI in Malaysian higher education curricula: an analysis of student perceptions [Article]. Discover Computing, 28(1), Article 62. https://doi.org/10.1007/s10791-025-09567-5
Miao, J., Thongprayoon, C., Suppadungsuk, S., Garcia Valencia, O. A., Qureshi, F., & Cheungpasitporn, W. (2024). Ethical Dilemmas in Using AI for Academic Writing and an Example Framework for Peer Review in Nephrology Academia: A Narrative Review [Review]. Clinics and Practice, 14(1), 89-105. https://doi.org/10.3390/clinpract14010008
Minh Dung, T., Nguyen, V. K., Minh Tri, D. C., Dieu Ban, B. H., & Chi Quoc, P. L. (2024). Mathematics Student Teachers’ Behavioural Intention Using ChatGPT [Article]. Canadian Journal of Learning and Technology, 50(3). https://doi.org/10.21432/cjlt28665
Montoya-Cantoral, E., Espinoza-Suarez, S. M., Acra-Despradel, C., Mamani-Calcina, J., Ponce-Aranibar, M. P., Villalba-Condori, K. O., & Cardona-Reyes, H. (2023). Analysis of Institutional Policies on the Use of Chat GPT in Peruvian Universities. Proceedings - JICV 2023: 13th International Conference on Virtual Campus,
Murtiningsih, S., Sujito, A., & Soe, K. K. (2024). Challenges of using ChatGPT in education: a digital pedagogy analysis [Article]. International Journal of Evaluation and Research in Education, 13(5), 3466-3473. https://doi.org/10.11591/ijere.v13i5.29467
Narayan, M., & Saharan, L. K. (2024). Reshaping Engineering Technology Education: Fostering Critical Thinking through Open-Ended Problems in the Era of Generative AI. ASEE Annual Conference and Exposition, Conference Proceedings,
Okela, A. H. (2024). Artificial Intelligence and the Future of Journalism Education: Opportunities and Challenges in Egypt [Article]. Journalism and Mass Communication Educator. https://doi.org/10.1177/10776958241296502
Panit, N. M. (2024). Can critical thinking and AI work together? Observations of science, Mathematics, and language instructors [Article]. Environment and Social Psychology, 9(11), Article 3141. https://doi.org/10.59429/esp.v9i11.3141
Spirgi, L., Seufert, S., Delcker, J., & Heil, J. (2024). Student Perspectives on Ethical Academic Writing with ChatGPT: An Empirical Study in Higher Education. International Conference on Computer Supported Education, CSEDU - Proceedings,
Tahat, D. N., Habes, M., Tahat, K., Pasha, S. A., Attar, R. W., Al-Rahmi, W. M., & Alblehai, F. (2023). Technology Enhanced Learning in Undergraduate Level Education: A Case Study of Students of Mass Communication [Article]. Sustainability (Switzerland), 15(21), Article 15280. https://doi.org/10.3390/su152115280
Toma, R. B., & Yánez-Pérez, I. (2024). Effects of ChatGPT use on undergraduate students’ creativity: a threat to creative thinking? [Article]. Discover Artificial Intelligence, 4(1), Article 74. https://doi.org/10.1007/s44163-024-00172-x
Topcan, U. (2025). Piercing the "digital veil" in the intellectual and artistic works created through AI. In Legal and Economic Perspectives on the Nexus of AI and Copyright (pp. 297-314). https://doi.org/10.4018/979-8-3693-8704-7.ch014
Uppal, K., & Hajian, S. (2025). Students’ Perceptions of ChatGPT in Higher Education: A Study of Academic Enhancement, Procrastination, and Ethical Concerns [Article]. European Journal of Educational Research, 14(1), 199-211. https://doi.org/10.12973/eu-jer.14.1.199
Venkatesh, S., Rao, Y. K., Nagaraja, H., Woolley, T., Alele, F. O., & Malau-Aduli, B. S. (2020). Factors Influencing Medical Students' Experiences and Satisfaction with Blended Integrated E-Learning [Article]. Medical Principles and Practice, 29(4), 396-402. https://doi.org/10.1159/000505210
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead [Article]. Journal of the Association for Information Systems, 17(5), 328-376. https://doi.org/10.17705/1jais.00428
Wang, J., & Cornely, P. R. (2023). Addressing Academic Misconduct in the Age of ChatGPT: Strategies and Solutions. ACM International Conference Proceeding Series,
Williams, R. T. (2023). The ethical implications of using generative chatbots in higher education [Article]. Frontiers in Education, 8, Article 1331607. https://doi.org/10.3389/feduc.2023.1331607
Xie, Y., Wu, S., & Chakravarty, S. (2023). AI meets AI: Artificial Intelligence and Academic Integrity - A Survey on Mitigating AI-Assisted Cheating in Computing Education. SIGITE 2023 - Proceedings of the 24th Annual Conference on Information Technology Education,
Yavich, R. (2025). Will the Use of AI Undermine Students Independent Thinking? [Article]. Education Sciences, 15(6), Article 669. https://doi.org/10.3390/educsci15060669
Published
2025-09-25
How to Cite
Rafsanjani, M. A., Ghofur, M. A., Kamalia, P. U., Subroto, W. T., & Srisuk, P. (2025). What Makes Students Embrace Artificial Intelligence (AI) in Higher Education? Insights from the UTAUT Model. International Journal of Technology and Education Research, 3(03), 658-671. https://doi.org/10.63922/ijeter.v3i03.2304
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