Exploring academic's intentions to incorporate ChatGPT into their teaching practice

Abstract

This paper explores the factors affecting the adoption of Chat GPT by academics in the UK Higher Education by employing the Technology Acceptance Model (TAM) and its extension the Unified Theory of Acceptance and Use of Technology (UTAUT). Utilising a quantitative web-based survey questionnaire we explore the intentions of academics employed at the University of Liverpool Management School (ULMS) in UK, to incorporate Chat GPT in their teaching practices. The findings show that the original TAM variables of perceived ease of use and perceive usefulness, and perceived self-efficacy (UTAUT) are useful to explain the attitudes of academics toward Chat GPT. Hence, the original TAM remains suitable for use even for new disruptive technologies such as Chat GPT. Till date, this is the only study that empirically explores the factors that motivate academics to adopt Chat GPT in the UK Higher Education.