Behavioural intentions to use ChatGPT: A case of pre-service teachers in colleges of education in Ghana

Kassim File Dangor; Jane Odurowaa Edjah

doi:10.51867/AQSSR.3.4.78

Authors

Kassim File Dangor Tumu College of Education Author https://orcid.org/0009-0000-2499-4933
Dr. Jane Odurowaa Edjah University of Cape Author https://orcid.org/0000-0002-7031-0050

DOI:

https://doi.org/10.51867/AQSSR.3.4.78

Keywords:

Artificial Intelligence (AI), Colleges of Education, ChatGPT, Pre-Service Teachers, Teacher Education

Abstract

Even though research on integration of Artificial Intelligence (AI) in higher education is promising, it appears pre-service teachers in Ghanaian colleges of education are not well represented. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) model, this study sought to explore ChatGPT acceptance and use among pre-service teachers in colleges of education in Ghana. The study adopted the descriptive cross-sectional design. Data were collected from a sample of 462 respondents using an online questionnaire. The data were analysed using SPSS and SmartPLS-SEM. Results of the study show no statistically significant differences in pre-service teachers’ views on performance expectancy (PE), effort expectancy (EE), facilitating conditions (FC), and social influence (SI) based on sex. The results however show statistically significant sex difference in their behavioural intention to use ChatGPT in favour of males. Also, the study found that EE, FC, and SI predicted behavioural intention to use ChatGPT whilst PE did not. The study recommends to colleges of education to develop AI policies, modify curricular, and eliminate systemic barriers to ensure ethical integration and use of ChatGPT as a pedagogical tool.

Author Biography

Dr. Jane Odurowaa Edjah, University of Cape

Counselling Centre, University of Cape Coast

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