The predictors of behavioral intention to use ChatGPT for academic purposes: evidence from higher education in Somalia
ChatGPT, an AI chatbot created by OpenAI in November 2022, has caught the attention of scholars due to its potential in higher education. Despite its benefits in personalized learning, academic assistance, and task automation, concerns remain regarding its impact on students’ logical reasoning and a...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2460250 |
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| author | Ahmed-Nor Mohamed Abdi Abukar Mukhtar Omar Mohamed Hassan Ahmed Abdullahi Abdulkadir Ahmed |
| author_facet | Ahmed-Nor Mohamed Abdi Abukar Mukhtar Omar Mohamed Hassan Ahmed Abdullahi Abdulkadir Ahmed |
| author_sort | Ahmed-Nor Mohamed Abdi |
| collection | DOAJ |
| description | ChatGPT, an AI chatbot created by OpenAI in November 2022, has caught the attention of scholars due to its potential in higher education. Despite its benefits in personalized learning, academic assistance, and task automation, concerns remain regarding its impact on students’ logical reasoning and academic integrity. Drawing on the Technology Acceptance Model (TAM), this study explored the predictors of behavioral intention to use the ChatGPT (BIU) for academic purposes among university students in Mogadishu, Somalia. Using a cross-sectional quantitative design, we gathered data via an online survey of 299 students from four universities in Mogadishu, Somalia. Structural equation modeling with SmartPLS 4 was used to analyze the proposed relationships. The results uncovered that perceived usefulness, ease of use, social influence, hedonic motivation, and credibility have positively and significantly impacted students’ intention to use ChatGPT. Surprisingly, the findings depicted that perceived information accuracy negatively moderates the association between perceived ease of use and students’ behavioral intention to use ChatGPT. The study’s result implies that explicit guidelines should be established in Somali higher education to facilitate the proper utilization of ChatGPT, ensuring it improves learning while mitigating issues over information accuracy and academic integrity. |
| format | Article |
| id | doaj-art-50750933da004c37a1044ac93913d46d |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-50750933da004c37a1044ac93913d46d2025-02-02T13:02:19ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2460250The predictors of behavioral intention to use ChatGPT for academic purposes: evidence from higher education in SomaliaAhmed-Nor Mohamed Abdi0Abukar Mukhtar Omar1Mohamed Hassan Ahmed2Abdullahi Abdulkadir Ahmed3Faculty of Social Sciences, SIMAD University, Mogadishu, SomaliaFaculty of Education, SIMAD University, Mogadishu, SomaliaFaculty of Computing, SIMAD University, Mogadishu, SomaliaDepartment of Economics, Engineering, Society, an Business Organization (DEIM), Tuscia University, Viterbo, ItalyChatGPT, an AI chatbot created by OpenAI in November 2022, has caught the attention of scholars due to its potential in higher education. Despite its benefits in personalized learning, academic assistance, and task automation, concerns remain regarding its impact on students’ logical reasoning and academic integrity. Drawing on the Technology Acceptance Model (TAM), this study explored the predictors of behavioral intention to use the ChatGPT (BIU) for academic purposes among university students in Mogadishu, Somalia. Using a cross-sectional quantitative design, we gathered data via an online survey of 299 students from four universities in Mogadishu, Somalia. Structural equation modeling with SmartPLS 4 was used to analyze the proposed relationships. The results uncovered that perceived usefulness, ease of use, social influence, hedonic motivation, and credibility have positively and significantly impacted students’ intention to use ChatGPT. Surprisingly, the findings depicted that perceived information accuracy negatively moderates the association between perceived ease of use and students’ behavioral intention to use ChatGPT. The study’s result implies that explicit guidelines should be established in Somali higher education to facilitate the proper utilization of ChatGPT, ensuring it improves learning while mitigating issues over information accuracy and academic integrity.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2460250ChatGPT adoptionbehavioral intentionhigher education in Somaliatechnology acceptance model (TAM)perceived information accuracyHigher Education |
| spellingShingle | Ahmed-Nor Mohamed Abdi Abukar Mukhtar Omar Mohamed Hassan Ahmed Abdullahi Abdulkadir Ahmed The predictors of behavioral intention to use ChatGPT for academic purposes: evidence from higher education in Somalia Cogent Education ChatGPT adoption behavioral intention higher education in Somalia technology acceptance model (TAM) perceived information accuracy Higher Education |
| title | The predictors of behavioral intention to use ChatGPT for academic purposes: evidence from higher education in Somalia |
| title_full | The predictors of behavioral intention to use ChatGPT for academic purposes: evidence from higher education in Somalia |
| title_fullStr | The predictors of behavioral intention to use ChatGPT for academic purposes: evidence from higher education in Somalia |
| title_full_unstemmed | The predictors of behavioral intention to use ChatGPT for academic purposes: evidence from higher education in Somalia |
| title_short | The predictors of behavioral intention to use ChatGPT for academic purposes: evidence from higher education in Somalia |
| title_sort | predictors of behavioral intention to use chatgpt for academic purposes evidence from higher education in somalia |
| topic | ChatGPT adoption behavioral intention higher education in Somalia technology acceptance model (TAM) perceived information accuracy Higher Education |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2460250 |
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