Title: Understanding ChatGPT adoption in higher education: the role of self-efficacy, subjective norms and religiosity with personality traits as moderators

Authors: Mohd Abdul Muqeet Maaz; Arif Abad; K.A. Asraar Ahmed; Bijay Kumar Paikaray

Addresses: VIT-AP School of Business, VIT-AP University, Amaravati, Andhra Pradesh, India ' Symbiosis Institute of Business Management, Constituent of Symbiosis International (Deemed) University, Pune, Maharashtra, India ' VIT-AP School of Business, VIT-AP University, Inavolu, Amaravati, Andhra Pradesh, India ' Centre for Data Science, Department of Computer Science and Engineering, Siksha 'O' Anusandhan (Deemed to be) University, Bhubaneswar, Odisha, India

Abstract: This research aims to identify antecedents to the adoption of ChatGPT among faculty members working in higher educational institutes. The model integrates self-efficacy, subjective norms and religiosity as the antecedents of ChatGPT usage and the big five personality traits as the moderators. The target respondents included assistant, associate and professor-level positions; the sample selection involved random sampling, resulting in 412 respondents from 39 institutions. Structural Equation Modelling (SEM) was performed using SmartPLS to test the hypothesised results. The structural model reveals significant positive impacts of self-efficacy and subjective norms on usage intentions, while religiosity negatively influences intentions. Additionally, a moderation analysis uncovers the moderating effects of personality traits on various relationships within the model. The study underscores the need for tailored communications, emphasising ChatGPT's role in enhancing educational and research activities. This study adds to the literature by uncovering consumer intentions from the lenses of theories of planned behaviour and social cognitive theory along with religiosity.

Keywords: ChatGPT; self-efficacy; subjective norms; religiosity; big five personality traits.

DOI: 10.1504/IJMIE.2026.151701

International Journal of Management in Education, 2026 Vol.20 No.2, pp.125 - 152

Received: 28 Aug 2024
Accepted: 08 Dec 2024
Published online: 16 Feb 2026 *

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