Drivers of Acceptance of Generative AI Through the Lens of the Extended Unified Theory of Acceptance and Use of Technology

Abstract

The acceptance and adoption of emerging technologies are crucial for their effective integration. This study examines the factors influencing educators’ acceptance of Generative AI (Gen AI) tools in higher education, guided by the UTAUT model. It also develops a structural model to explore the relationships between UTAUT constructs and behavioral intention (BI) to use Gen AI. Using a quantitative approach, the study collected data through a self‐administered online survey based on prior research findings. The survey gathered responses from 307 educators across various Arab countries who are early adopters of Gen AI in teaching. PLS‐SEM was used to analyze the data. Findings indicate that UTAUT constructs significantly and positively influence educators’ intention to use Gen AI. Additionally, the results highlight the complex role of gender and work experience, revealing diverse perspectives among educators from different countries. This study contributes to the literature by deepening the understanding of technology adoption factors. It also offers theoretical and practical implications for researchers and policymakers in designing strategies to integrate Gen AI into higher education in developing countries.