Adoption of chatgpt in educational institutions in Botswana: A customer perspective

This research aims to examine the factors influencing the adoption of ChatGPT in educational institutions in Botswana. It addresses three major gaps. The first is the lack of research on AI adoption for teaching and learning in developing countries, particularly Botswana. While AI adoption in education has been studied globally, there is little understanding of how tools such as ChatGPT and Jenni AI are perceived in this context. Second, there is a lack of research on the infrastructure and digital disparities that developing countries face when integrating AI in education, especially in rural areas. Third, the use of Unified Theory of Acceptance and Use of Technology (UTAUT) 2 in studying AI adoption in educational settings in low-resource countries remains underexplored. This study employed a quantitative design, collecting data from 518 participants through online questionnaires using a snowball sampling technique. The data were analysed using confirmatory factor analysis in SmartPLS 3.0 software in order to ensure internal consistency and validity. The findings revealed that personal innovativeness and performance expectancy were the strongest predictors of ChatGPT adoption, while social influence and resource availability had less impact. The model explained over 50% of the variance in behavioural intention and usage behaviour. The research highlights the need for training and infrastructure improvements to support AI adoption in Botswana's higher education. It also calls for future research using mixed methods to gain deeper insights. This study is among the first to apply UTAUT2 in this context and provides valuable findings for both scholars and practitioners looking to advance AI adoption in developing countries.